DATED MATERIAL - OPEN IMMEDIATELY

Closing Date: [TO BE INSERTED]

Grant Application 

for the

Fiscal Year 2014

NATIONAL RESOURCE CENTERS PROGRAM

CFDA NO. 84.015A

FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS PROGRAM

CFDA No. 84.015B

OMB No. 1840-0807

Expiration Date: mm/dd/20xx 

International Education Programs Service

U.S. Department of Education

Washington, DC 20202

http://www2.ed.gov/about/offices/list/ope/index.html
National Resource Centers (NRC) Program

Foreign Language and Area Studies Fellowships (FLAS) Program

TABLE OF CONTENTS

Dear Applicant Letter ....................................................................................... 1

Paperwork Reduction Act (PRA) Burden Statement .............................................. 3

IFLE Contact Persons ..................................................................................... 3

Competition Highlights. .................................................................................... 4

Supplemental Information ................................................................................. 6

Notice Inviting Applications .............................................................................. 8

Program Legislation: 

Title VI – International Education Programs Parts 601 and 602 ................................ 9

Program Regulations:

34 CFR Part 655: General Provisions for International Education Programs ...............11

34 CFR Part 656: National Resource Centers Program ........................................ 14

34 CFR Part 657: Foreign Language and Area Studies Fellowships Program ........... 20

World Area/ Application Type Designation Form .............................................. 25

Information to Meet HEA Statutory Requirements ........................................... 26

FLAS Program Institutional Payment and Subsistence Allowance ..................... 27

Academic Year Fellowship

Summer Fellowship

Travel Award

FLAS Eligible Languages Request Form ......................................................... 28

Proposal Components and Instructions

Table of Contents .......................................................................................... 29

Acronyms Guide ........................................................................................... 29

Abstract ...................................................................................................... 29

Project Narrative ........................................................................................... 30

Guidance on Developing an Evaluation Plan

Developing an Evaluation Plan ........................................................................ 32

NRC Performance Measure Form ..................................................................... 36

NRC Impact and Evaluation Selection Criteria ..................................................... 41

FLAS Performance Measure Form .................................................................... 44

FLAS Program Impact and Evaluation Selection Criteria ....................................... 48

Government Performance and Results Act (GPRA) .............................................. 52

Appendices

Project Budget (Summary Form A and Itemized Line Item Budget ........................... 54
Profiles for Project-related Personnel ................................................................ 55

Course List .................................................................................................. 56

Additional Legislative Requirements

Executive Order 12372.................................................................................... 58

NRC and FLAS reporting requirements .............................................................. 59

Frequently Asked Questions and Answers ...................................................... 60

Application Transmittal Instructions .............................................................. 63

Application Checklist ................................................................................... 65

Assurances, Certifications, Forms and Instructions 

ED 424 Application for Federal Education Assistance

ED Form 524 Budget Information 

SF-LLL and Instructions (Disclosure of Lobbying Activities)

Supplemental Information to Meet Statutory Requirements

Assurances - Non-Construction Programs

Certifications Regarding Lobbying; Debarment, Suspension and Other

Responsibility Matters; and Drug-Free Workplace Requirements

Certification Regarding Debarment, Suspension, Ineligibility and Voluntary

Exclusion -- Lower Tier Covered Transactions

Technical Review Form for the NRC and FLAS Programs ................................. 67
1

UNITED STATES DEPARTMENT OF EDUCATION

Dear Applicant:

Thank you for your interest in the Title VI National Resource Centers (NRC) and Foreign 

Language and Area Studies (FLAS) Fellowships programs. This application package includes 

the instructions and forms required to complete and submit your Fiscal Year (FY) 2014 grant 

application to the U.S. Department of Education (Department). Also included is the technical 

review form containing the selection criteria that the external review panels will use to evaluate 

your application.

The NRC program makes awards to institutions of higher education (IHEs) or consortia of IHEs 

to establish, strengthen, and operate nationally recognized foreign language and area or 

international studies centers or programs. Grant awards may be used to support undergraduate 

centers or comprehensive centers that provide training at undergraduate, graduate, and 

professional levels. 

The FLAS Fellowships program provides allocations of academic year and summer fellowships 

to IHEs or consortia of IHEs to assist meritorious undergraduate students and graduate students 

undergoing training in modern foreign languages and related area or international studies.

For the NRC program, the FY 14 competition includes one absolute priority; two competitive 

preference priorities; and one invitational priority. For the FLAS program, the competition 

includes two competitive preference priorities and one invitational priority. We encourage you 

to develop application narratives that respond to these priorities, with particular attention paid to 

the competitive preference priorities. The Department is permitted to award additional points to 

applications that address the competitive preference priorities particularly well. 

Also, for this competition we are requiring applicants to include more meaningful evaluation 

plans in their grant applications. To that end, the application package includes an evaluation 

guide to assist you with developing useful evaluation plans and performance measures for your 

projects. 
2

Every grant competition provides opportunities for applicants to describe how their area studies, 

international studies and world language training programs meet the purposes of the NRC and 

FLAS programs and our nation’s present and future globalization needs. We appreciate your 

unique contributions to international education and look forward to receiving your proposals.

Sincerely,

Lenore Yaffee Garcia

Acting Senior Director

International and Foreign Language Education
3

Paperwork Reduction Act Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a 

collection of information unless such collection displays a valid OMB control number. Public 

reporting burden for this collection of information is estimated to average 450 hours per response, 

including time for reviewing instruction, searching existing data sources, gathering and maintaining 

the data needed, and completing and reviewing the collection of information. The obligation to 

respond to this collection is required to obtain or retain benefit (20 U.S.C. 1122). Send comments 

regarding the burden estimate or any other aspect of this collection of information, including 

suggestions for reducing this burden, to regulations.gov during the public comment period for this 

collection of information. If you have specific questions about the form, instrument or survey, 

please contact OPE/IFLE, U.S. Department of Education, 1990 K Street, NW, Sixth Floor, 

Washington, DC 20006-6078. 

International and Foreign Language Education (IFLE)

NRC/FLAS Team

Name World Areas Phone/E-Mail Address

Tim Duvall Russia and East Europe 202.502.7622

tim.duvall@ed.gov

Cheryl Gibbs Asia and the Pacific 

Islands

202.502.7634 

cheryl.gibbs@ed.gov

Kate Maloney Latin America, Canada 

and Western Europe

202.502.7521 

kate.maloney@ed.gov

Stephanie McKissic Africa, Middle East and 

International

202.502.7589 

stephanie.mckissic@ed.gov
4

Competition Highlights

1.) Eligible Applicants: Institutions of higher education (IHEs) or consortia of IHEs

2.) Key Dates (subject to change) 

Notice Inviting Applications: April 25, 2014

Application Deadline: June 10, 2014

Application Peer Review: July 7 – 11, 2014

Awards Made Before: August 15, 2014

3.) Estimated Number of Institutional Awards

NRC Program: 105 institutional grants 

FLAS Program: 108 institutional grants

Estimated Number of Fellowship Allocations

Academic Year Fellowships Graduate: 792

Academic Year Fellowships Undergraduate: 271

Summer Fellowships: 693

4.) Estimated Average Size of Awards

NRC Program: $216,601 per year

FLAS Program: $281,468 per year

5.) Project Period: Up to 48 months

August 15, 2014 – August 14, 2018

Note: Continuation funding for interim years is contingent upon available funds and 

grantee performance. 

6.) Page Limitations are applicable only to the Project Narrative portion of the application.

The Project Narrative is where you respond to the program selection criteria.

Single Institution Application: 50 pages

Consortia Institutions Application: 60 pages

7.) Application Deadline: Applications must be received on or before the deadline date and 

time. Please note that the U.S. Department of Education grant application submission 

deadline is 4:30:00 p.m. EST. Late applications will not be accepted. We strongly 

suggest that you submit your application several days before the published deadline 

date. The Department is required to enforce the established deadline to ensure fairness 

to all applicants. No changes or additions to an application will be accepted after the 

deadline date and time. 

8.) Program Priorities for FY 2014

National Resource Centers Program

(a) Absolute Priority: Applications that provide for teacher training activities on the 

language, languages, area studies, or thematic focus of the center.

(b) Competitive Preference Priority 1: Pending Notice of Final Priorities

(c) Competitive Preference Priority 2: Pending Notice of Final Priorities

(d) Invitational Priority: A project that focuses on one or more of the following 

geographic areas: sub-Saharan Africa, South Asia, and Southeast Asia.

Foreign Language and Area Studies Fellowships Program
5

(a) Competitive Preference Priority 1: Pending Notice of Final Priorities

(b) Competitive Preference Priority 2: Awards made in the 78 priority languages

(c) Invitational Priority 2: A project that focuses on one or more of the following 

geographic areas: sub-Saharan Africa, South Asia, and Southeast Asia

9.) Peer Review

Peer review panels that include area studies, international studies, and foreign language 

experts review all applications. The Department randomly assigns applications to the 

panels in accordance with their area of expertise, experience, and training. The 

Department enforces conflict of interest procedures to ensure that all applications 

receive un-biased evaluations from the reviewers. Applications are reviewed in person 

(not remotely) with oversight provided by IFLE staff. 

The peer review panels use the Technical Review Form included in this application 

package to submit their scores and evaluation comments. Each application is 

independently read/scored by three reviewers.

10.) Notifying Successful and Unsuccessful Applicants

 Successful 

 The Department’s Office of Legislation and Congressional Affairs first informs 

Congress regarding applications recommended for new grant awards. IFLE 

contacts successful applicants only after the Congressional notification process is 

completed. 

Unsuccessful 

 IFLE senior official sends “regret” letters to applicants not recommended for 

funding.

IFLE mails copies of the panel reviewers’ technical review forms to all applicants,

successful and unsuccessful. 
6

Supplemental Information

1.) Types of Applications

 Comprehensive NRC with FLAS Fellowships

 Undergraduate NRC with FLAS Fellowships

 Comprehensive NRC without FLAS Fellowships

 Undergraduate NRC without FLAS Fellowships 

 FLAS Fellowships only; not requesting NRC designation

2.) NRC Program Selection Criteria

§656.21 Selection criteria to evaluate an application for a comprehensive Center

§656.22 Selection criteria to evaluate an application for an undergraduate Center

3.) FLAS Fellowships Program Selection Criteria

§657.21 Selection criteria used in selecting institutions for an allocation of fellowships

Note: Per §657.2(d) of the FLAS Program regulations, an institution does not need to 

receive a grant under the National Resource Centers Program to receive an allocation of 

fellowships. 

4.) The NRC Program and the FLAS Program do not have legislative cost-share or 

matching requirements. An application should, however, discuss/describe how the 

institution demonstrates its commitment to the Center’s academic programs, staff, 

outreach, professional development, language training, FLAS students, etc. 

5.) If an applicant institution volunteers to cost-share or match any NRC or FLAS program 

funds by submitting the ED 524 Summary B form, U.S./ED will hold the institution 

accountable for meeting the cost-share, should the application be recommended for 

funding.

6.) All institutions that receive FLAS Fellowship grants must conduct a Biennial survey of 

specific cohorts of FLAS alumni. The FLAS-tracking survey must be sent to FLAS alumni 

every two years over a period of 8 years. The survey is mandated by sec. 601 (d) of the 

Title VI legislation to collect data to determine postgraduate employment, education, or 

training of FLAS fellows. 

7.) All institutions that receive FLAS fellowships must have the appropriate language 

instructor administer pre-and-post language program evaluations to recipients of 

academic year and summer fellowships. The language instructions are required to 

submit the evaluation results into the International Resource Information System (IRIS). 

8.) This application booklet contains an evaluation guide that we hope will assist applicants 

in responding to the Impact and Evaluation selection criterion. Also new and required in 

your applications is a Performance Measurement Form (PMF). You must use the PMF to 

present the project goal statements for the FY 2014 -2017 project cycle. YOU ARE 

REQUIRED TO COMPLETE ONLY ITEMS (a), (b), and (c) ON THE PMF WHEN YOU 

SUBMIT YOUR FY 2014 GRANT APPLICATION. IF THE APPLICATION IS 

RECOMMENDED FOR FUNDING, WE WILL REQUEST COMPETED FORMS. 
7

9.) Formatting

A “page” is 8.5" x 11", on one side only, with 1" margins at the top, bottom, and both 

sides. Page numbers and an identifier may be within the 1” margin. Double space (no 

more than three lines per vertical inch) all text in the application narrative, except titles, 

headings, footnotes, quotations, references, captions and all text in charts, tables, and 

graphs, which may be single spaced. Use one of the following fonts: Times New 

Roman, Courier, Courier New, or Arial. Applications submitted in any other font 

(including Times Roman and Arial Narrow) will not be accepted. Use a font that is either 

12 point or larger or no smaller than 10 pitch (characters per inch).

10.) The Project Narrative is the where you address the selection criteria. You must limit this 

section to the page limitations announced in the Notice Inviting Applications (NIA). 

Applications that exceed the page limitations will not be peer reviewed.

11.) Please review the Dear Applicant Letter; the Federal Register notice; the Title VI statute;

the NRC selection criteria and the FLAS program selection criteria before you develop 

the Project Narrative, as these materials will inform the content of the narrative. 

Applications will be evaluated using the selection criteria in the Federal Register notice 

and the Technical Review Form, both included in this application booklet.

NOTE: The Project Narrative is the only section that must comply with the page limitations. 

The abstract, the list of acronyms, the profiles for project personnel, the course list, the HEA 

supplemental information, the budge form and budget detail pages DO NOT count against 

the page limitations.
8

INSERT

FY 2014 NOTICE OF FINAL 

PRIORITIES/NOTICE INVITING 

APPLICATIONS 
9

TITLE VI LEGISLATION AND PROGRAM REGULATIONS

TITLE VI – INTERNATIONAL EDUCATION PROGRAMS

SEC. 601. INTERNATIONAL AND FOREIGN LANGUAGE STUDIES.

Part A of title VI (20 U.S.C. 1121 et seq.) is amended to read as follows:

PART A--INTERNATIONAL AND FOREIGN LANGUAGE STUDIES

SEC. 601. FINDINGS AND PURPOSES.

(a) FINDINGS- Congress finds as follows:

(1) The security, stability, and economic vitality of the United States in a complex global era depend upon American 

experts in and citizens knowledgeable about world regions, foreign languages, and international affairs, as well as upon a 

strong research base in these areas.

(2) Advances in communications technology and the growth of regional and global problems make knowledge of other 

countries and the ability to communicate in other languages more essential to the promotion of mutual understanding and 

cooperation among nations and their peoples.

(3) Dramatic post-Cold War changes in the world's geopolitical and economic landscapes are creating needs for American 

expertise and knowledge about a greater diversity of less commonly taught foreign languages and nations of the world.

(4) Systematic efforts are necessary to enhance the capacity of institutions of higher education in the United States for--

(A) producing graduates with international and foreign language expertise and knowledge; and

(B) research regarding such expertise and knowledge.

(5) Cooperative efforts among the Federal Government, institutions of higher education, and the private sector are 

necessary to promote the generation and dissemination of information about world regions, foreign languages, and 

international affairs throughout education, government, business, civic, and nonprofit sectors in the United States.

(b) PURPOSES- The purposes of this part are--

(1) (A) to support centers, programs, and fellowships in institutions of higher education in the United States for producing 

increased numbers of trained personnel and research in foreign languages, area studies, and other international 

studies;

(B) to develop a pool of international experts to meet national needs;

(C) to develop and validate specialized materials and techniques for foreign language acquisition and fluency, 

emphasizing (but not limited to) the less commonly taught languages;

(D) to promote access to research and training overseas; and

(E) to advance the internationalization of a variety of disciplines throughout undergraduate and graduate education;

(2) to support cooperative efforts promoting access to and the dissemination of international and foreign language 

knowledge, teaching materials, and research, throughout education, government, business, civic, and nonprofit sectors in 

the United States, through the use of advanced technologies; and

(3) to coordinate the programs of the Federal Government in the areas of foreign language, area studies, and other 

international studies, including professional international affairs education and research.

SEC. 602. GRADUATE AND UNDERGRADUATE LANGUAGE AND AREA CENTERS AND PROGRAMS

(a) NATIONAL LANGUAGE AND AREA CENTERS AND PROGRAMS AUTHORIZED -

(1) CENTERS AND PROGRAMS -

(A) IN GENERAL - The Secretary is authorized--

(i) to make grants to institutions of higher education, or combinations thereof, for the purpose of establishing, 

strengthening, and operating comprehensive foreign language and area or international studies centers and 

programs; and

(ii) to make grants to such institutions or combinations for the purpose of establishing, strengthening, and operating 

a diverse network of undergraduate foreign language and area or international studies centers and programs.

(B) NATIONAL RESOURCES- The centers and programs referred to in paragraph (1) shall be national resources 

for--

(i) teaching of any modern foreign language;

(ii) instruction in fields needed to provide full understanding of areas, regions, or countries in which such 

language is commonly used;
10

(iii) research and training in international studies, and the international and foreign language aspects of 

professional and other fields of study; and

(iv) instruction and research on issues in world affairs that concern one or more countries.

(2) AUTHORIZED ACTIVITIES- Any such grant may be used to pay all or part of the cost of establishing or operating a 

center or program, including the cost of--

(A) teaching and research materials;

(B) curriculum planning and development;

(C) establishing and maintaining linkages with overseas institutions of higher education and other organizations that 

may contribute to the teaching and research of the center or program;

(D) bringing visiting scholars and faculty to the center to teach or to conduct research;

(E) professional development of the center's faculty and staff;

(F) projects conducted in cooperation with other centers addressing themes of world regional, cross-regional, 

international, or global importance;

(G) summer institutes in the United States or abroad designed to provide language and area training in the center's 

field or topic; and

(H) support for faculty, staff, and student travel in foreign areas, regions, or countries, and for the development and 

support of educational programs abroad for students.

(3) GRANTS TO MAINTAIN LIBRARY COLLECTIONS- The Secretary may make grants to centers described in 

paragraph (1) having important library collections, as determined by the Secretary, for the maintenance of such 

collections.

(4) OUTREACH GRANTS AND SUMMER INSTITUTES- The Secretary may make additional grants to centers described 

in paragraph (1) for any one or more of the following purposes:

(A) Programs of linkage or outreach between foreign language, area studies, or other international fields, and 

professional schools and colleges.

(B) Programs of linkage or outreach with 2- and 4-year colleges and universities.

(C) Programs of linkage or outreach with departments or agencies of Federal and State governments.

(D) Programs of linkage or outreach with the news media, business, professional, or trade associations.

(E) Summer institutes in foreign area, foreign language, and other international fields designed to carry out the 

programs of linkage and outreach described in subparagraphs (A), (B), (C), and (D).

(b) GRADUATE FELLOWSHIPS FOR FOREIGN LANGUAGE AND AREA OR INTERNATIONAL STUDIES-

(1) IN GENERAL- The Secretary is authorized to make grants to institutions of higher education or combinations of such 

institutions for the purpose of paying stipends to individuals undergoing advanced training in any center or program 

approved by the Secretary.

(2) ELIGIBLE STUDENTS- Students receiving stipends described in paragraph (1) shall be individuals who are engaged 

in an instructional program with stated performance goals for functional foreign language use or in a program developing 

such performance goals, in combination with area studies, international studies, or the international aspects of a 

professional studies program, including predissertation level studies, preparation for dissertation research, dissertation 

research abroad, and dissertation writing.

(c) SPECIAL RULE WITH RESPECT TO TRAVEL- No funds may be expended under this part for undergraduate travel except 

in accordance with rules prescribed by the Secretary setting forth policies and procedures to assure that Federal funds made 

available for such travel are expended as part of a formal program of supervised study.

(d) ALLOWANCES- Stipends awarded to graduate level recipients may include allowances for dependents and for travel for 

research and study in the United States and abroad.

SEC. 633. NOTE: 20 USC 1132-2. RULE OF CONSTRUCTION.

Nothing in this title shall be construed to authorize the Secretary to mandate, direct, or control an institution of higher education's 

specific instructional content, curriculum, or program of instruction.
11

Title 34: Education

Revised as of September 25, 2009

PART 655—INTERNATIONAL EDUCATION PROGRAMS—GENERAL PROVISIONS

Subpart A—General

§ 655.1 Which programs do these regulations govern?

§ 655.3 What regulations apply to the International Education Programs?

§ 655.4 What definitions apply to the International Education Programs?

Subpart B—What Kinds of Projects Does the Secretary Assist?

§ 655.10 What kinds of projects does the Secretary assist?

Subpart C [Reserved]

Subpart D—How Does the Secretary Make a Grant?

§ 655.30 How does the Secretary evaluate an application?

§ 655.31 What general selection criteria does the Secretary use?

§ 655.32 What additional factors does the Secretary consider in making grant awards?

Authority: 20 U.S.C 1121–1130b, unless otherwise noted. 

Source: 47 FR 14116, Apr. 1, 1982, unless otherwise noted. 

Subpart A—General

§ 655.1 Which programs do these regulations govern?

The regulations in this part govern the administration of the following programs in international education:

(a) The National Resource Centers Program for Foreign Language and Area Studies or Foreign Language and 

International Studies (section 602 of the Higher Education Act of 1965, as amended);

(b) The Language Resource Centers Program (section 603);

(c) The Undergraduate International Studies and Foreign Language Program (section 604);

(d) The International Research and Studies Program (section 605); and

(e) The Business and International Education Program (section 613).

(Authority: 20 U.S.C. 1121–1130b)

[47 FR 14116, Apr. 1, 1982, as amended at 58 FR 32575, June 10, 1993; 64 FR 7739, Feb. 16, 1999]

§ 655.3 What regulations apply to the International Education Programs?

The following regulations apply to the International Education Programs:

(a) The Education Department General Administrative Regulations (EDGAR) as follows:

(1) 34 CFR part 74 (Administration of Grants to Institutions of Higher Education, Hospitals, and Nonprofit 

Organizations).

(2) 34 CFR part 75 (Direct Grant Programs).

(3) 34 CFR part 77 (Definitions that Apply to Department Regulations).

(4) 34 CFR part 79 (Intergovernmental Review of Department of Education Programs and Activities), except 

that part 79 does not apply to 34 CFR parts 660, 669, and 671.

(5) 34 CFR part 82 (New Restrictions on Lobbying).

(6) 34 CFR part 85 (Governmentwide Debarment and Suspension (Nonprocurement) and Governmentwide 

Requirements for Drug-Free Workplace (Grants)).

(7) 34 CFR part 86 (Drug-Free Schools and Campuses).

(b) The regulations in this part 655; and

(c) As appropriate, the regulations in—

(1) 34 CFR part 656 (National Resource Centers Program for Foreign Language and Area Studies or Foreign 

Language and International Studies);

(2) 34 CFR part 657 (Foreign Language and Area Studies Fellowships Program);

(3) 34 CFR part 658 (Undergraduate International Studies and Foreign Language Program);

(4) 34 CFR part 660 (International Research and Studies Program);

(5) 34 CFR part 661 (Business and International Education Program); and

(6) 34 CFR part 669 (Language Resource Centers Program).

(Authority: 20 U.S.C. 1121–1127; 1221e–3)

[47 FR 14116, Apr. 1, 1982, as amended at 58 FR 32575, June 10, 1993; 64 FR 7739, Feb. 16, 1999]

§ 655.4 What definitions apply to the International Education Programs?

(a) Definitions in EDGAR. The following terms used in this part and 34 CFR parts 656, 657, 658, 660, 661, and 669 are 

defined in 34 CFR part 77:
12

Acquisition EDGAR Grant period Private

Applicant Equipment Local educational agency Public

Application Facilities Nonprofit Secretary

Award Fiscal year Project State educational agency

Budget Grant Project period Supplies

Contract Grantee Grant period

(Authority: 20 U.S.C. 1121–1127) 

(b) Definitions that apply to these programs: The following definitions apply to International Education Programs:

Consortium of institutions of higher education means a group of institutions of higher education that have entered into a 

cooperative arrangement for the purpose of carrying out a common objective, or a public or private nonprofit agency, 

organization, or institution designated or created by a group of institutions of higher education for the purpose of carrying

out a common objective on their behalf.

Critical languages means each of the languages contained in the list of critical languages designated by the Secretary 

pursuant to section 212(d) of the Education for Economic Security Act, except that, in the implementation of this definition,

the Secretary may set priorities according to the purposes of title VI of the Higher Education Act of 1965, as amended.

Institution of higher education means, in addition to an institution that meets the definition of section 101(a) of the Higher 

Education Act of 1965, as amended, an institution that meets the requirements of section 101(a) except that (1) it is not 

located in the United States, and (2) it applies for assistance under title VI of the Higher Education Act of 1965, as 

amended, in consortia with institutions that meet the definitions in section 101(a).

(Authority: 20 U.S.C. 1121–1127, and 1141)

[47 FR 14116, Apr. 1, 1982, as amended at 58 FR 32575, June 10, 1993; 64 FR 7739, Feb. 16, 1999; 74 FR 35072, July 17, 2009]

Subpart B—What Kinds of Projects Does the Secretary Assist?

§ 655.10 What kinds of projects does the Secretary assist?

Subpart A of 34 CFR parts 656, 657, and 669 and subpart B of 34 CFR parts 658, 660, 661 describe the kinds of projects that the 

Secretary assists under the International Education Programs.

(Authority: 20 U.S.C. 1121–1127)

[74 FR 35072, July 17, 2009]

Subpart C [Reserved]

Subpart D—How Does the Secretary Make a Grant?

§ 655.30 How does the Secretary evaluate an application?

The Secretary evaluates an applications for International Education Programs on the basis of—

(a) The general criteria in §655.31; and

(b) The specific criteria in, as applicable, subpart D of 34 CFR parts 658, 660, 661, and 669.

(Authority: 20 U.S.C. 1121–1127)

[64 FR 7739, Feb. 16, 1999]

§ 655.31 What general selection criteria does the Secretary use?

(a) Plan of operation.

(1) The Secretary reviews each application for information that shows the quality of the plan of operation for the 

project.

(2) The Secretary looks for information that shows—

(i) High quality in the design of the project;

(ii) An effective plan of management that ensures proper and efficient administration of the project;

(iii) A clear description of how the objectives of the project relate to the purpose of the program;

(iv) The way the applicant plans to use its resources and personnel to achieve each objective; and

(v) A clear description of how the applicant will provide equal access and treatment for eligible project 

participants who are members of groups that have been traditionally underrepresented, such as—

(A) Members of racial or ethnic minority groups;

(B) Women; and

(C) Handicapped persons.

(b) Quality of key personnel.

(1) The Secretary reviews each application for information that shows the quality of the key personnel the 

applicant plans to use on the project.

(2) The Secretary looks for information that shows—

(i) The qualifications of the project director (if one is to be used);

(ii) The qualifications of each of the other key personnel to be used in the project. In the case of 

faculty, the qualifications of the faculty and the degree to which that faculty is directly involved in 

the actual teaching and supervision of students; and
13

(iii) The time that each person referred to in paragraphs (b)(2) (i) and (ii) of this section plans to 

commit to the project; and

(iv) The extent to which the applicant, as part of its nondiscriminatory employment practices, 

encourages applications for employment from persons who are members of groups that have been 

traditionally underrepresented, such as members of racial or ethnic minority groups, women, 

handicapped persons, and the elderly.

(3) To determine the qualifications of a person, the Secretary considers evidence of past experience and 

training, in fields related to the objectives of the project, as well as other information that the applicant 

provides.

(c) Budget and cost effectiveness.

(1) The Secretary reviews each application for information that shows that the project has an adequate budget 

and is cost effective.

(2) The Secretary looks for information that shows—

(i) The budget for the project is adequate to support the project activities; and

(ii) Costs are reasonable in relation to the objectives of the project.

(d) Evaluation plan. 

(1) The Secretary reviews each application for information that shows the quality of the evaluation plan for the 

project.

(2) The Secretary looks for information that shows methods of evaluation that are appropriate for the project 

and, to the extent possible, are objective and produce data that are quantifiable.

(e) Adequacy of resources.

(1) The Secretary reviews each application for information that shows that the applicant plans to devote 

adequate resources to the project.

(2) The Secretary looks for information that shows—

(i) Other than library, facilities that the applicant plans to use are adequate (language laboratory, 

museums, etc.); and

(ii) The equipment and supplies that the applicant plans to use are adequate.

(Authority: 20 U.S.C. 1121–1127)

§ 655.32 What additional factors does the Secretary consider in making grant awards?

Except for 34 CFR parts 656, 657, and 661, to the extent practicable and consistent with the criterion of excellence, the Secretary 

seeks to achieve an equitable distribution of funds throughout the Nation.

(Authority: 20 U.S.C. 1126(b)).

[58 FR 32575, June 10, 1993]
14

Title 34: Education

PART 656—NATIONAL RESOURCE CENTERS PROGRAM FOR FOREIGN LANGUAGE AND AREA STUDIES OR FOREIGN 

LANGUAGE AND INTERNATIONAL STUDIES

Subpart A—General

§ 656.1 What is the National Resource Centers Program?

§ 656.2 Who is eligible to receive a grant?

§ 656.3 What activities define a comprehensive or undergraduate National Resource Center?

§ 656.4 What types of Centers receive grants?

§ 656.5 What activities may be carried out?

§ 656.6 What regulations apply?

§ 656.7 What definitions apply?

Subpart B—How Does One Apply for a Grant?

§ 656.10 What combined application may an institution submit?

Subpart C—How Does the Secretary Make a Grant?

§ 656.20 How does the Secretary evaluate an application?

§ 656.21 What selection criteria does the Secretary use to evaluate an application for a comprehensive Center?

§ 656.22 What selection criteria does the Secretary use to evaluate an application for an undergraduate Center?

§ 656.23 What priorities may the Secretary establish?

Subpart D—What Conditions Must Be Met By a Grantee?

§ 656.30 What are allowable costs and limitations on allowable costs?

Authority: 20 U.S.C. 1122, unless otherwise noted. 

Source: 61 FR 50193, Sept. 24, 1996, unless otherwise noted. 

Subpart A—General

§ 656.1 What is the National Resource Centers Program?

Under the National Resource Centers Program for Foreign Language and Areas Studies or Foreign Language and International 

Studies (National Resource Centers Program), the Secretary awards grants to institutions of higher education and consortia of 

institutions to establish, strengthen, and operate comprehensive and undergraduate Centers that will be national resources for—

(a) Teaching of any modern foreign language;

(b) Instruction in fields needed to provide full understanding of areas, regions, or countries in which the modern foreign 

language is commonly used;

(c) Research and training in international studies and the international and foreign language aspects of professional and 

other fields of study; and

(d) Instruction and research on issues in world affairs that concern one or more countries.

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 64 FR 7739, Feb. 16, 1999; 74 FR 35072, July 17, 2009]

§ 656.2 Who is eligible to receive a grant?

An institution of higher education or a consortium of institutions of higher education is eligible to receive a grant under this part.

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 74 FR 35072, July 17, 2009]

§ 656.3 What activities define a comprehensive or undergraduate National Resource Center?

A comprehensive or undergraduate National Resource Center—

(a) Teaches at least one modern foreign language;

(b) Provides—

(1) Instruction in fields necessary to provide a full understanding of the areas, regions, or countries in which the 

modern foreign language taught is commonly used;

(2) Resources for research and training in international studies, and the international and foreign language 

aspects of professional and other fields of study; or

(3) Instruction and research on issues in world affairs that concern one or more countries;

(c) Provides outreach and consultative services on a national, regional, and local basis;

(d) Maintains linkages with overseas institutions of higher education and other organizations that may contribute to the 

teaching and research of the Center;

(e) Maintains important library collections;

(f) Employs faculty engaged in training and research that relates to the subject area of the Center;

(g) Conducts projects in cooperation with other centers addressing themes of world, regional, cross-regional, international, 

or global importance;

(h) Conducts summer institutes in the United States or abroad designed to provide language and area training in the 

Center's field or topic;
15

(i) Supports instructors of the less commonly taught languages; and

(j) Encourages projects that support students in the science, technology, engineering, and mathematics fields to achieve 

foreign language proficiency.

(Authority: 20 U.S.C. 1122)

[64 FR 7739, Feb. 16, 1999, as amended at 74 FR 35072, July 17, 2009]

§ 656.4 What types of Centers receive grants?

The Secretary awards grants to Centers that—

(a) Focus on—

(1) A single country or on a world area (such as East Asia, Africa, or the Middle East) and offer instruction in the 

principal language or languages of that country or area and those disciplinary fields necessary to provide a 

full understanding of the country or area; or

(2) International studies or the international aspects of contemporary issues or topics (such as international 

business or energy) while providing instruction in modern foreign languages; and

(b) Provide training at the—

(1) Graduate, professional, and undergraduate levels, as a comprehensive Center; or

(2) Undergraduate level only, as an undergraduate Center.

(Authority: 20 U.S.C. 1122)

§ 656.5 What activities may be carried out?

(a) A Center may carry out any of the activities described in §656.3 under a grant received under this part.

(b) The Secretary may make an additional grant to a Center for any one or a combination of the following purposes:

(1) Linkage or outreach between foreign language, area studies, and other international fields and professional 

schools and colleges.

(2) Linkage or outreach with 2- and 4-year colleges and universities.

(3) Linkage or outreach between or among—

(i) Postsecondary programs or departments in foreign language, area studies, or other international 

fields; and

(ii) State educational agencies or local educational agencies.

(4) Partnerships or programs of linkage and outreach with departments or agencies of Federal and State 

governments, including Federal or State scholarship programs for students in related areas.

(5) Linkage or outreach with the news media, business, professional, or trade associations.

(6) Summer institutes in area studies, foreign Language, and other international fields designed to carry out the 

activities in paragraphs (b)(1) through (b)(5) of this section.

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 64 FR 7739, Feb. 16, 1999; 74 FR 35072, July 17, 2009]

§ 656.6 What regulations apply?

The following regulations apply to this program:

(a) The regulations in 34 CFR part 655.

(b) The regulations in this part 656.

(Authority: 20 U.S.C. 1122)

§ 656.7 What definitions apply?

The following definitions apply to this part:

(a) The definitions in 34 CFR part 655.

(b) Area studies means a program of comprehensive study of the aspects of a world area's society or societies, including 

study of history, culture, economy, politics, international relations, and languages.

(c) Center means an administrative unit of an institution of higher education that has direct access to highly qualified 

faculty and library resources, and coordinates a concentrated effort of educational resources, including language 

training and various academic disciplines, in the area and subject matters described in §656.3.

(d) Comprehensive Center means a Center that—

(1) Contributes significantly to the national interest in advanced research and scholarship;

(2) Offers intensive language instruction;

(3) Maintains important library collections related to the area of its specialization;

(4) Makes training available to a graduate, professional, and undergraduate clientele; and

(5) Engages in curriculum development and community outreach.

(e) For purposes of this section, intensive language instruction means instruction of at least five contact hours per week 

during the academic year or the equivalent of a full academic year of language instruction during the summer.

(f) Undergraduate Center means an administrative unit of an institution of higher education that—

(1) Contributes significantly to the national interest through the education of students who matriculate into 

advanced language and area studies programs or professional school programs;

(2) Incorporates substantial international and foreign language content into baccalaureate degree program;

(3) Makes training available predominantly to undergraduate students; and

(4) Engages in research, curriculum development, and community outreach.
16

(Authority: 20 U.S.C. 1122)

Subpart B—How Does One Apply for a Grant?

§ 656.10 What combined application may an institution submit?

An institution that wishes to apply for a grant under this part and for an allocation of fellowships under 34 CFR part 657 may submit 

one application for both.

(Authority: 20 U.S.C. 1122)

Subpart C—How Does the Secretary Make a Grant?

§ 656.20 How does the Secretary evaluate an application?

(a) The Secretary evaluates an application for a comprehensive Center under the criteria contained in §656.21, and for an 

undergraduate Center under the criteria contained in §656.22.

(b) The Secretary informs applicants of the maximum possible score for each criterion in the application package or in a 

notice published in the Federal Register.

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 70 FR 13375, Mar. 21, 2005]

§ 656.21 What selection criteria does the Secretary use to evaluate an application for a comprehensive Center?

The Secretary evaluates an application for a comprehensive Center on the basis of the criteria in this section.

(a) Program planning and budget. The Secretary reviews each application to determine—

(1) The extent to which the activities for which the applicant seeks funding are of high quality and directly 

related to the purpose of the National Resource Centers Program;

(2) The extent to which the applicant provides a development plan or timeline demonstrating how the proposed 

activities will contribute to a strengthened program and whether the applicant uses its resources and 

personnel effectively to achieve the proposed objectives;

(3) The extent to which the costs of the proposed activities are reasonable in relation to the objectives of the 

program; and

(4) The long-term impact of the proposed activities on the institution's undergraduate, graduate, and 

professional training programs.

(b) Quality of staff resources. The Secretary reviews each application to determine—

(1) The extent to which teaching faculty and other staff are qualified for the current and proposed Center 

activities and training programs, are provided professional development opportunities (including overseas 

experience), and participate in teaching, supervising, and advising students;

(2) The adequacy of Center staffing and oversight arrangements, including outreach and administration and the 

extent to which faculty from a variety of departments, professional schools, and the library are involved; and

(3) The extent to which the applicant, as part of its nondiscriminatory employment practices, encourages 

applications for employment from persons who are members of groups that have been traditionally 

underrepresented, such as members of racial or ethnic minority groups, women, persons with disabilities, 

and the elderly.

(c) Impact and evaluation. The Secretary reviews each application to determine—

(1) The extent to which the Center's activities and training programs have a significant impact on the university, 

community, region, and the Nation as shown through indices such as enrollments, graduate placement data, 

participation rates for events, and usage of Center resources; and the extent to which the applicant supplies 

a clear description of how the applicant will provide equal access and treatment of eligible project participants 

who are members of groups that have been traditionally underrepresented, such as members of racial or 

ethnic minority groups, women, persons with disabilities, and the elderly;

(2) The extent to which the applicant provides an evaluation plan that is comprehensive and objective and that 

will produce quantifiable, outcome-measure-oriented data; and the extent to which recent evaluations have 

been used to improve the applicant's program;

(3) The degree to which activities of the Center address national needs, and generate information for and 

disseminate information to the public; and

(4) The applicant's record of placing students into post-graduate employment, education, or training in areas of 

national need and the applicant's stated efforts to increase the number of such students that go into such 

placements.

(d) Commitment to the subject area on which the Center focuses. The Secretary reviews each application to determine 

the extent to which the institution provides financial and other support to the operation of the Center, teaching staff for 

the Center's subject area, library resources, linkages with institutions abroad, outreach activities, and qualified students 

in fields related to the Center.

(e) Strength of library. The Secretary reviews each application to determine—

(1) The strength of the institution's library holdings (both print and non-print, English and foreign language) in 

the subject area and at the educational levels (graduate, professional, undergraduate) on which the Center 

focuses; and the extent to which the institution provides financial support for the acquisition of library 

materials and for library staff in the subject area of the Center; and
17

(2) The extent to which research materials at other institutions are available to students through cooperative 

arrangements with other libraries or on-line databases and the extent to which teachers, students, and faculty 

from other institutions are able to access the library's holdings.

(f) Quality of the Center's non-language instructional program. The Secretary reviews each application to determine—

(1) The quality and extent of the Center's course offerings in a variety of disciplines, including the extent to

which courses in the Center's subject matter are available in the institution's professional schools;

(2) The extent to which the Center offers depth of specialized course coverage in one or more disciplines of the 

Center's subject area;

(3) The extent to which the institution employs a sufficient number of teaching faculty to enable the Center to 

carry out its purposes and the extent to which instructional assistants are provided with pedagogy training; 

and

(4) The extent to which interdisciplinary courses are offered for undergraduate and graduate students.

(g) Quality of the Center's language instructional program. The Secretary reviews each application to determine—

(1) The extent to which the Center provides instruction in the languages of the Center's subject area and the 

extent to which students enroll in the study of the languages of the subject area through programs or 

instruction offered by the Center or other providers;

(2) The extent to which the Center provides three or more levels of language training and the extent to which 

courses in disciplines other than language, linguistics, and literature are offered in appropriate foreign 

languages;

(3) Whether sufficient numbers of language faculty are available to teach the languages and levels of instruction 

described in the application and the extent to which language teaching staff (including faculty and 

instructional assistants) have been exposed to current language pedagogy training appropriate for 

performance-based teaching; and

(4) The quality of the language program as measured by the performance-based instruction being used or 

developed, the adequacy of resources for language teaching and practice, and language proficiency 

requirements.

(h) Quality of curriculum design. The Secretary reviews each application to determine—

(1) The extent to which the Center's curriculum has incorporated undergraduate instruction in the applicant's 

area or topic of specialization into baccalaureate degree programs (for example, major, minor, or certificate 

programs) and the extent to which these programs and their requirements (including language requirements) 

are appropriate for a Center in this subject area and will result in an undergraduate training program of high 

quality;

(2) The extent to which the Center's curriculum provides training options for graduate students from a variety of 

disciplines and professional fields and the extent to which these programs and their requirements (including 

language requirements) are appropriate for a Center in this subject area and result in graduate training 

programs of high quality; and

(3) The extent to which the Center provides academic and career advising services for students; the extent to 

which the Center has established formal arrangements for students to conduct research or study abroad and 

the extent to which these arrangements are used; and the extent to which the institution facilitates student 

access to other institutions' study abroad and summer language programs.

(i) Outreach activities. The Secretary reviews each application to determine the extent to which the Center demonstrates a 

significant and measurable regional and national impact of, and faculty and professional school involvement in, 

domestic outreach activities that involve—

(1) Elementary and secondary schools;

(2) Postsecondary institutions; and

(3) Business, media, and the general public.

(j) Degree to which priorities are served. If, under the provisions of §656.23, the Secretary establishes competitive 

priorities for Centers, the Secretary considers the degree to which those priorities are being served.

(Approved by the Office of Management and Budget under control number 1840–0068) 

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 70 FR 13375, Mar. 21, 2005; 74 FR 35073, July 17, 2009]

§ 656.22 What selection criteria does the Secretary use to evaluate an application for an undergraduate Center?

The Secretary evaluates an application for an undergraduate Center on the basis of the criteria in this section.

(a) Program planning and budget. The Secretary reviews each application to determine—

(1) The extent to which the activities for which the applicant seeks funding are of high quality and directly 

related to the purpose of the National Resource Centers Program;

(2) The extent to which the applicant provides a development plan or timeline demonstrating how the proposed 

activities will contribute to a strengthened program and whether the applicant uses its resources and 

personnel effectively to achieve the proposed objectives;

(3) The extent to which the costs of the proposed activities are reasonable in relation to the objectives of the 

program; and

(4) The long-term impact of the proposed activities on the institution's undergraduate training program.

(b) Quality of staff resources. The Secretary reviews each application to determine—

(1) The extent to which teaching faculty and other staff are qualified for the current and proposed Center 

activities and training programs, are provided professional development opportunities (including overseas 

experience), and participate in teaching, supervising, and advising students;

(2) The adequacy of Center staffing and oversight arrangements, including outreach and administration and the 

extent to which faculty from a variety of departments, professional schools, and the library are involved; and
18

(3) The extent to which the applicant, as part of its nondiscriminatory employment practices, encourages 

applications for employment from persons who are members of groups that have been traditionally 

underrepresented, such as members of racial or ethnic minority groups, women, persons with disabilities, 

and the elderly.

(c) Impact and evaluation. The Secretary reviews each application to determine—

(1) The extent to which the Center's activities and training programs have a significant impact on the university, 

community, region, and the Nation as shown through indices such as enrollments, graduate placement data, 

participation rates for events, and usage of Center resources; the extent to which students matriculate into 

advanced language and area or international studies programs or related professional programs; and the 

extent to which the applicant supplies a clear description of how the applicant will provide equal access and 

treatment of eligible project participants who are members of groups that have been traditionally 

underrepresented, such as members of racial or ethnic minority groups, women, persons with disabilities, 

and the elderly;

(2) The extent to which the applicant provides an evaluation plan that is comprehensive and objective and that 

will produce quantifiable, outcome-measure-oriented data; and the extent to which recent evaluations have 

been used to improve the applicant's program;

(3) The degree to which activities of the Center address national needs, and generate information for and 

disseminate information to the public; and

(4) The applicant's record of placing students into post-graduate employment, education, or training in areas of 

national need and the applicant's stated efforts to increase the number of such students that go into such 

placements.

(d) Commitment to the subject area on which the Center focuses. The Secretary reviews each application to determine 

the extent to which the institution provides financial and other support to the operation of the Center, teaching staff for 

the Center's subject area, library resources, linkages with institutions abroad, outreach activities, and qualified students 

in fields related to the Center.

(e) Strength of library. The Secretary reviews each application to determine—

(1) The strength of the institution's library holdings (both print and non-print, English and foreign language) in 

the subject area and at the educational levels (graduate, professional, undergraduate) on which the Center 

focuses; and the extent to which the institution provides financial support for the acquisition of library 

materials and for library staff in the subject area of the Center; and

(2) The extent to which research materials at other institutions are available to students through cooperative 

arrangements with other libraries or on-line databases and the extent to which teachers, students, and faculty 

from other institutions are able to access the library's holdings.

(f) Quality of the Center's non-language instructional program. The Secretary reviews each application to determine—

(1) The quality and extent of the Center's course offerings in a variety of disciplines;

(2) The extent to which the Center offers depth of specialized course coverage in one or more disciplines of the 

Center's subject area;

(3) The extent to which the institution employs a sufficient number of teaching faculty to enable the Center to 

carry out its purposes and the extent to which instructional assistants are provided with pedagogy training; 

and

(4) The extent to which interdisciplinary courses are offered for undergraduate students.

(g) Quality of the Center's language instructional program. The Secretary reviews each application to determine—

(1) The extent to which the Center provides instruction in the languages of the Center's subject area and the 

extent to which students enroll in the study of the languages of the subject area through programs offered by 

the Center or other providers;

(2) The extent to which the Center provides three or more levels of language training and the extent to which 

courses in disciplines other than language, linguistics, and literature are offered in appropriate foreign 

languages;

(3) Whether sufficient numbers of language faculty are available to teach the languages and levels of instruction 

described in the application and the extent to which language teaching staff (including faculty and 

instructional assistants) have been exposed to current language pedagogy training appropriate for 

performance-based teaching; and

(4) The quality of the language program as measured by the performance-based instruction being used or 

developed, the adequacy of resources for language teaching and practice, and language proficiency 

requirements.

(h) Quality of curriculum design. The Secretary reviews each application to determine—

(1) The extent to which the Center's curriculum has incorporated undergraduate instruction in the applicant's 

area or topic of specialization into baccalaureate degree programs (for example, major, minor, or certificate 

programs) and the extent to which these programs and their requirements (including language requirements) 

are appropriate for a Center in this subject area and will result in an undergraduate training program of high 

quality; and

(2) The extent to which the Center provides academic and career advising services for students; the extent to 

which the Center has established formal arrangements for students to conduct research or study abroad and 

the extent to which these arrangements are used; and the extent to which the institution facilitates student 

access to other institutions' study abroad and summer language programs.

(i) Outreach activities. The Secretary reviews each application to determine the extent to which the Center demonstrates a 

significant and measurable regional and national impact of, and faculty and professional school involvement in, 

domestic outreach activities that involve—

(1) Elementary and secondary schools;

(2) Postsecondary institutions; and
19

(3) Business, media and the general public.

(j) Degree to which priorities are served. If, under the provisions of §656.23, the Secretary establishes competitive 

priorities for Centers, the Secretary considers the degree to which those priorities are being served.

(Approved by the Office of Management and Budget under control number 1840–0068) 

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 70 FR 13375, Mar. 21, 2005; 74 FR 35073, July 17, 2009]

§ 656.23 What priorities may the Secretary establish?

(a) The Secretary may select one or more of the following funding priorities:

(1) Specific countries or world areas, such as, for example, East Asia, Africa, or the Middle East.

(2) Specific focus of a Center, such as, for example, a single world area; international studies; a particular issue 

or topic, e.g., business, development issues, or energy; or any combination.

(3) Level or intensiveness of language instruction, such as intermediate or advanced language instruction, or 

instruction at an intensity of 10 contact hours or more per week.

(4) Types of activities to be carried out, for example, cooperative summer intensive language programs, course 

development, or teacher training activities.

(b) The Secretary may select one or more of the activities listed in §656.5 as a funding priority.

(c) The Secretary announces any priorities in the application notice published in theFederal Register.

(Authority: 20 U.S.C. 1122)

Subpart D—What Conditions Must Be Met By a Grantee?

§ 656.30 What are allowable costs and limitations on allowable costs?

(a) Allowable costs. Except as provided under paragraph (b) of this section, a grant awarded under this part may be used 

to pay all or part of the cost of establishing, strengthening, or operating a comprehensive or undergraduate Center 

including, but not limited to, the cost of—

(1) Faculty and staff salaries and travel;

(2) Library acquisitions;

(3) Teaching and research materials;

(4) Curriculum planning and development;

(5) Bringing visiting scholars and faculty to the Center to teach, conduct research, or participate in conferences 

or workshops;

(6) Training and improvement of staff;

(7) Projects conducted in cooperation with other centers addressing themes of world, regional, cross-regional, 

international, or global importance; and

(8) Summer institutes in the United States or abroad designed to provide language and area training in the 

Center's field or topic.

(b) Limitations on allowable costs. The following are limitations on allowable costs:

(1) Equipment costs exceeding 10 percent of the grant are not allowable.

(2) Funds for undergraduate travel are allowable only in conjunction with a formal program of supervised study 

in the subject area on which the Center focuses.

(3) Grant funds may not be used to supplant funds normally used by applicants for purposes of this part.

(Authority: 20 U.S.C. 1122)

[61 FR 50193, Sept. 24, 1996, as amended at 64 FR 7739, Feb. 16, 1999]
20

PART 657—FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS PROGRAM

Section Contents

Subpart A—General

§ 657.1 What is the Foreign Language and Area Studies Fellowships Program?

§ 657.2 Who is eligible to receive an allocation of fellowships?

§ 657.3 Who is eligible to receive a fellowship?

§ 657.4 What regulations apply?

§ 657.5 What definitions apply?

Subpart B—How Does an Institution or a Student Submit an Application?

§ 657.10 What combined application may an institution submit?

§ 657.11 How does a student apply for a fellowship?

Subpart C—How Does the Secretary Select an Institution for an Allocation of Fellowships?

§ 657.20 How does the Secretary evaluate an institutional application for an allocation of fellowships?

§ 657.21 What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

§ 657.22 What priorities may the Secretary establish?

Subpart D—What Conditions Must Be Met by a Grantee and a Fellow?

§ 657.30 What is the duration of and what are the limitations on fellowships awarded to individuals by institutions?

§ 657.31 What is the amount of a fellowship?

§ 657.32 What is the payment procedure for fellowships?

§ 657.33 What are the limitations on the use of funds for overseas fellowships?

§ 657.34 Under what circumstances must an institution terminate a fellowship?

Authority: 20 U.S.C. 1122, unless otherwise noted. 

Source: 61 FR 50202, Sept. 24, 1996, unless otherwise noted. 

Subpart A—General

§ 657.1 What is the Foreign Language and Area Studies Fellowships Program?

Under the Foreign Language and Area Studies Fellowships Program, the Secretary awards fellowships, through institutions of 

higher education, to students who are—

(a) Enrolled for undergraduate or graduate training in a Center or program approved by the Secretary under this part; and

(b) Undergoing performance-based modern foreign language training or training in a program for which performance-based 

modern foreign language instruction is being developed, in combination with area studies, international studies, or the 

international aspects of professional studies.

(Authority: 20 U.S.C. 1122)

[61 FR 50202, Sept. 24, 1996, as amended at 74 FR 35073, July 17, 2009]

§ 657.2 Who is eligible to receive an allocation of fellowships?

(a) The Secretary awards an allocation of fellowships to an institution of higher education or to a consortium of institutions 

of higher education that—

(1) Operates a Center or program approved by the Secretary under this part;

(2) Teaches modern foreign languages under a program described in paragraph (b) of this section; and

(3) In combination with the teaching described in paragraph (a)(2) of this section—

(i) Provides instruction in the disciplines needed for a full understanding of the area, regions, or 

countries in which the foreign languages are commonly used; or

(ii) Conducts training and research in international studies, the international aspects of professional 

and other fields of study, or issues in world affairs that concern one or more countries.

(b) In teaching those modern foreign languages for which an allocation of fellowships is made available, the institution 

must be either using a program of performance-based training or developing a performance-based training program.

(c) The Secretary uses the criteria in §657.21 both to approve Centers and programs for the purpose of receiving an 

allocation of fellowships and to evaluate applications for an allocation of fellowships.

(d) An institution does not need to receive a grant under the National Resource Center Program (34 CFR part 656) to 

receive an allocation of fellowships under this part.

(Authority: 20 U.S.C. 1122)

[61 FR 50202, Sept. 24, 1996, as amended at 74 FR 35073, July 17, 2009]

§ 657.3 Who is eligible to receive a fellowship?

A student is eligible to receive a fellowship if the student—

(a) (1) Is a citizen or national of the United States; or

(2) Is a permanent resident of the United States;

(b) Is accepted for enrollment or is enrolled—

(1) In an institution receiving an allocation of fellowships; and

(2) In a program that combines modern foreign language training with—
21

(i) Area or international studies; or

(ii) Research and training in the international aspects of professional and other fields of study;

(c) Shows potential for high academic achievement based on such indices as grade point average, class ranking, or 

similar measures that the institution may determine;

(d) Is enrolled in a program of modern foreign language training in a language for which the institution has developed or is 

developing performance-based instruction;

(e) In the case of an undergraduate student, is in the intermediate or advanced study of a less commonly taught 

language; or

(f) In the case of a graduate student, is engaged in—

(1) Predissertation level study;

(2) Preparation for dissertation research;

(3) Dissertation research abroad; or

(4) Dissertation writing.

(Authority: 20 U.S.C. 1122)

[61 FR 50202, Sept. 24, 1996, as amended at 74 FR 35073, July 17, 2009]

§ 657.4 What regulations apply?

The following regulations apply to this program:

(a) The regulations in 34 CFR part 655.

(b) The regulations in this part 657.

(Authority: 20 U.S.C. 1122)

§ 657.5 What definitions apply?

The following definitions apply to this part:

(a) The definitions in 34 CFR 655.4.

(b) Center means an administrative unit of an institution of higher education that has direct access to highly qualified 

faculty and library resources, and coordinates a concentrated effort of educational activities, including training in 

modern foreign languages and various academic disciplines, in its subject area.

(c) Fellow means a person who receives a fellowship under this part.

(d) Fellowship means the payment a fellow receives under this part.

(e) Program means a concentration of educational resources and activities in modern foreign language training and 

related studies.

(Authority: 20 U.S.C. 1122)

Subpart B—How Does an Institution or a Student Submit an Application?

§ 657.10 What combined application may an institution submit?

An institution that wishes to apply for an allocation of fellowships and for a grant to operate a Center under 34 CFR part 656 may 

submit a combined application for both grants to the Secretary.

(Authority: 20 U.S.C. 1122)

§ 657.11 How does a student apply for a fellowship?

(a) A student shall apply for a fellowship directly to an institution of higher education that has received an allocation of 

fellowships.

(b) The applicant shall provide sufficient information to enable the institution to determine whether he or she is eligible to 

receive a fellowship and whether he or she should be selected to receive a fellowship.

(Authority: 20 U.S.C. 1122)

Subpart C—How Does the Secretary Select an Institution for an Allocation of Fellowships?

§ 657.20 How does the Secretary evaluate an institutional application for an allocation of fellowships?

(a) The Secretary evaluates an institutional application for an allocation of fellowships on the basis of the quality of the 

applicant's Center or program. The applicant's Center or program is evaluated and approved under the criteria in 

§657.21.

(b) The Secretary informs applicants of the maximum possible score for each criterion in the application package or in a 

notice published in the Federal Register.

(Authority: 20 U.S.C. 1122)

[61 FR 50202, Sept. 24, 1996, as amended at 70 FR 13375, Mar. 21, 2005]

§ 657.21 What criteria does the Secretary use in selecting institutions for an allocation of fellowships?

The Secretary evaluates an institutional application for an allocation of fellowships on the basis of the criteria in this section.

(a) Foreign language and area studies fellowships awardee selection procedures. The Secretary reviews each application 

to determine whether the selection plan is of high quality, showing how awards will be advertised, how students apply, 

what selection criteria are used, who selects the fellows, when each step will take place, and how the process will result 

in awards being made to correspond to any announced priorities.

(b) Quality of staff resources. The Secretary reviews each application to determine—
22

(1) The extent to which teaching faculty and other staff are qualified for the current and proposed activities and 

training programs, are provided professional development opportunities (including overseas experience), and 

participate in teaching, supervising, and advising students;

(2) The adequacy of applicant staffing and oversight arrangements and the extent to which faculty from a 

variety of departments, professional schools, and the library are involved; and

(3) The extent to which the applicant, as part of its nondiscriminatory employment practices, encourages 

applications for employment from persons who are members of groups that have been traditionally 

underrepresented, such as members of racial or ethnic minority groups, women, persons with disabilities, 

and the elderly.

(c) Impact and evaluation. The Secretary reviews each application to determine—

(1) The extent to which the applicant's activities and training programs have contributed to an improved supply 

of specialists on the program's subject as shown through indices such as undergraduate and graduate 

enrollments and placement data; and the extent to which the applicant supplies a clear description of how the 

applicant will provide equal access and treatment of eligible project participants who are members of groups 

that have been traditionally underrepresented, such as members of racial or ethnic minority groups, women, 

persons with disabilities, and the elderly;

(2) The extent to which the applicant provides an evaluation plan that is comprehensive and objective and that 

will produce quantifiable, outcome-measure-oriented data; and the extent to which recent evaluations have 

been used to improve the applicant's program;

(3) The degree to which fellowships awarded by the applicant address national needs; and

(4) The applicant's record of placing students into post-graduate employment, education, or training in areas of 

national need and the applicant's stated efforts to increase the number of such students that go into such 

placements.

(d) Commitment to the subject area on which the applicant or program focuses. The Secretary reviews each application to 

determine—

(1) The extent to which the institution provides financial and other support to the operation of the applicant, 

teaching staff for the applicant's subject area, library resources, and linkages with institutions abroad; and

(2) The extent to which the institution provides financial support to students in fields related to the applicant's 

teaching program.

(e) Strength of library. The Secretary reviews each application to determine—

(1) The strength of the institution's library holdings (both print and non-print, English and foreign language) for 

students; and the extent to which the institution provides financial support for the acquisition of library 

materials and for library staff in the subject area of the applicant; and

(2) The extent to which research materials at other institutions are available to students through cooperative 

arrangements with other libraries or on-line databases.

(f) Quality of the applicant's non-language instructional program. The Secretary reviews each application to determine—

(1) The quality and extent of the applicant's course offerings in a variety of disciplines, including the extent to 

which courses in the applicant's subject matter are available in the institution's professional schools;

(2) The extent to which the applicant offers depth of specialized course coverage in one or more disciplines on 

the applicant's subject area;

(3) The extent to which the institution employs a sufficient number of teaching faculty to enable the applicant to 

carry out its purposes and the extent to which instructional assistants are provided with pedagogy training; 

and

(4) The extent to which interdisciplinary courses are offered for students.

(g) Quality of the applicant's language instructional program. The Secretary reviews each application to determine—

(1) The extent to which the applicant provides instruction in the languages of the applicant's subject area and 

the extent to which students enroll in the study of the languages of the subject area through programs or 

instruction offered by the applicant or other providers;

(2) The extent to which the applicant provides three or more levels of language training and the extent to which 

courses in disciplines other than language, linguistics, and literature are offered in appropriate foreign 

languages;

(3) Whether sufficient numbers of language faculty are available to teach the languages and levels of instruction 

described in the application and the extent to which language teaching staff (including faculty and 

instructional assistants) have been exposed to current language pedagogy training appropriate for 

performance-based teaching; and

(4) The quality of the language program as measured by the performance-based instruction being used or 

developed, the adequacy of resources for language teaching and practice, and language proficiency 

requirements.

(h) Quality of curriculum design. The Secretary reviews each application to determine—

(1) The extent to which the applicant's curriculum provides training options for students from a variety of 

disciplines and professional fields and the extent to which these programs and their requirements (including 

language requirements) are appropriate for an applicant in this subject area and result in graduate training 

programs of high quality;

(2) The extent to which the applicant provides academic and career advising services for students; and

(3) The extent to which the applicant has established formal arrangements for students to conduct research or 

study abroad and the extent to which these arrangements are used; and the extent to which the institution 

facilitates student access to other institutions' study abroad and summer language programs.

(i) Priorities. If one or more competitive priorities have been established under §657.22, the Secretary reviews each 

application for information that shows the extent to which the Center or program meets these priorities.
23

(Approved by the Office of Management and Budget under control number 1840–0068) 

(Authority: 20 U.S.C. 1122)

[61 FR 50202, Sept. 24, 1996, as amended at 70 FR 13375, Mar. 21, 2005; 74 FR 35073, July 17, 2009]

§ 657.22 What priorities may the Secretary establish?

(a) The Secretary may establish one or more of the following priorities for the allocation of fellowships:

(1) Specific world areas, or countries, such as East Asia or Mexico.

(2) Languages, such as Chinese.

(3) Levels of language offerings.

(4) Academic disciplines, such as linguistics or sociology.

(5) Professional studies, such as business, law, or education;

(6) Particular subjects, such as population growth and planning, or international trade and business.

(7) A combination of any of these categories.

(b) The Secretary announces any priorities in the application notice published in the Federal Register.

(Authority: 20 U.S.C. 1122)

Subpart D—What Conditions Must Be Met by a Grantee and a Fellow?

§ 657.30 What is the duration of and what are the limitations on fellowships awarded to individuals by institutions?

(a) Duration. An institution may award a fellowship to a student for—

(1) One academic year; or

(2) One summer session if the summer session provides the fellow with the equivalent of one academic year of 

modern foreign language study.

(b) Vacancies. If a fellow vacates a fellowship before the end of an award period, the institution to which the fellowship is 

allocated may reaward the balance of the fellowship to another student if—

(1) The student meets the eligibility requirements in §657.3; and

(2) The remaining fellowship period comprises at least one full academic quarter, semester, trimester, or 

summer session as described in paragraph (a)(2) of this section.

(Authority: 20 U.S.C. 1122)

§ 657.31 What is the amount of a fellowship?

(a) (1) An institution shall award a stipend to fellowship recipients.

(2) Each fellowship includes an institutional payment and a subsistence allowance to be determined by the 

Secretary.

(3) If the institutional payment determined by the Secretary is greater than the tuition and fees charged by the 

institution, the institutional payment portion of the fellowship is limited to actual tuition and fees. The 

difference between actual tuition and fees and the Secretary's institutional payment shall be used to fund 

additional fellowships to the extent that funds are available for a full subsistence allowance.

(4) If permitted by the Secretary, a stipend awarded to a graduate level recipient may include allowances for 

dependents and travel for research and study in the United States and abroad.

(5) A stipend awarded to an undergraduate level recipient may include an allowance for educational programs 

in the United States or educational programs abroad that—

(i) Are closely linked to the overall goals of the recipient's course of study; and

(ii) Have the purpose of promoting foreign language fluency and knowledge of foreign cultures.

(b) The Secretary announces in an application notice published in the Federal Register—

(1) The amounts of the subsistence allowance and the institutional payment for an academic year and the 

subsistence allowance and the institutional payment for a summer session;

(2) Whether travel and dependents' allowances will be permitted; and

(3) The amount of travel and dependents' allowances.

(Authority: 20 U.S.C. 1122)

[61 FR 50202, Sept. 24, 1996, as amended at 74 FR 35073, July 17, 2009]

§ 657.32 What is the payment procedure for fellowships?

(a) An institution shall pay a fellow his or her subsistence and any other allowance in installments during the term of the 

fellowship.

(b) An institution shall make a payment only to a fellow who is in good standing and is making satisfactory progress.

(c) The institution shall make appropriate adjustments of any overpayment or underpayment to a fellow.

(d) Funds not used by one recipient for reasons of withdrawal are to be used for alternate recipients to the extent that 

funds are available for a full subsistence allowance.

(Authority: 20 U.S.C. 1122)

§ 657.33 What are the limitations on the use of funds for overseas fellowships?

(a) Before awarding a fellowship for use outside the United States, an institution shall obtain the approval of the Secretary.

(b) The Secretary may approve the use of a fellowship outside the United States if the student is—

(1) Enrolled in an overseas foreign language program approved by the institution at which the student is 

enrolled in the United States for study at an intermediate or advanced level or at the beginning level if 

appropriate equivalent instruction is not available in the United States; or
24

(2) Engaged during the academic year in research that cannot be done effectively in the United States and is 

affiliated with an institution of higher education or other appropriate organization in the host country.

(Authority: 20 U.S.C. 1122)

§ 657.34 Under what circumstances must an institution terminate a fellowship?

An institution shall terminate a fellowship if—

(a) The fellow is not making satisfactory progress, is no longer enrolled, or is no longer in good standing at the institution; 

or

(b) The fellow fails to follow the course of study, including modern foreign language study, for which he or she applied, 

unless a revised course of study is otherwise approvable under this part.

(Authority: 20 U.S.C. 1122)
25

APPLICATION WORLD REGION OR THEMATIC FOCUS 

FY 2014-2017

Africa

Canada

East Asia

International

Latin America & Caribbean

Middle East

Pacific Islands

Russia/East Europe / Eurasia

South Asia

Southeast Asia 

Western Europe / Europe

Other (specify) ________________________________

APPLICATION TYPE

Comprehensive NRC and FLAS

Undergraduate NRC and FLAS

Comprehensive NRC only

Undergraduate NRC only

FLAS only

Please check
26

Information to Meet §602(e) Statutory Requirements

Sec. 602 (e) of the Title VI of the Higher Education Act of 1965, as amended states that applicant institutions desiring 

a grant under this section shall include the information below in their applications for funding. You may use this page 

or your own format to present this information. The supplemental information page(s) do not count against the 

project narrative page limitations. If the application is being submitted on behalf of a consortium, include responses

for the lead institution and for the consortium partner(s). 

1.) An explanation of how the activities funded by the grant will reflect diverse 

perspectives and a wide range of views and generate debate on world regions 

and international affairs; and

2.) A description of how the applicant will encourage government service in areas of 

national need, as identified by the U.S. Department of Education, as well as in 

areas of need in the education, business, and nonprofit sectors.

Applicant Institution(s) and Authorized Representative: The applicant assures that grant activities will be conducted 

in compliance with the statutory requirements provided in section 602(e) of the HEA, as amended.

Name of Applicant Institution and Center:

Name/Title of Authorized Representative (Printed):

Title: Telephone:

Signature: E-mail:

Date:
27

FLAS Fellowships Institutional Payment and Subsistence Allowance 

FY 2014- 2017

An institution may award a fellowship to a student for one academic year; or one summer session if the 

summer session provides the fellow with the equivalent of one academic year of modern foreign 

language study. (§657.30 (a)(1)(2)

Each fellowship includes an institutional payment and a subsistence allowance, to be determined by the 

Secretary, (§657.31 (a)(2))

Institutional eligibility requirements are in §657.2 Who is eligible to receive an allocation of fellowships?

of the FLAS program regulations. 

Student eligibility requirements are in §657.3 Who is eligible to receive a fellowship? of the FLAS 

program regulations.

In teaching those modern foreign languages for which an allocation of fellowships is made available, 

the institution MUST BE either using a program of performance-based training or developing a 

performance-based training program.

Academic year fellowships are to be used for a program that combines modern foreign language 

training with area studies, international studies, or the international aspects of professional or other 

fields of study.

Academic year fellowships may support dissertation research but the dissertation research MUST BE 

abroad only. 

Summer fellowships are to be used only for intensive language training, and the training must provide 

the equivalent of a full academic year of instruction.

Graduate Fellowship ACADEMIC YEAR FELLOWSHIP SUMMER FELLOWSHIP

Institutional Payment $18,000 $5,000

Subsistence Allowance $15,000 $2,500 

Total Fellowship Amount $33,000 $7,500 

Undergraduate Fellowship ACADEMIC YEAR FELLOWSHIP SUMMER FELLOWSHIP

Institutional Payment $10,000 (est.) $5,000 (est.)

Subsistence Allowance $5,000 (est.) $2,500 (est.)

Total Fellowship Amount $15,000 (est.) $7,500 (est.)

In addition to the eligibility requirements specified in §657.3, an undergraduate student must 

be in the intermediate or advanced study of a less commonly taught language (LCTL). A 

LCTL is any language other than English, Spanish, French or German.

Travel Awards

-- Offered only in conjunction with a summer FLAS fellowship

-- Not an automatic component of a summer fellowship

-- Used to defray travel costs to attend a domestic or an overseas language program 

-- Equal $1000, or the actual cost of the travel, whichever is less (Federal Register 

Vol.67,No.187/ Thursday, September 26, 2002)
28

FLAS-ELIGIBLE LANGUAGES

Performance-Based Instruction

FY 2014 – 2017 

 A FLAS-Eligible language marked “Y” means that the language is currently available and 

students can apply for fellowships. Languages marked “Y” should be substantiated by the 

course list and the faculty biographical information. 

 You may request FLAS eligibility for additional languages at any time during the 4-year 

grant cycle, by submitting the justification, course description, and the instructor’s CV.

Language Eligible Now? Y/N
29

National Resource Centers (NRC) Program (CFDA 84.015A) 

Foreign Language and Area Studies (FLAS) Fellowships Program (CFDA 84.015B)

Proposal Components and Instructions

 Table of Contents

 Abstract

 Acronyms Guide

 Project Narrative

Appendices

 Project Budget (ED 524 Section A Budget Summary and Budget Detail)

 Profiles for Project Personnel 

 Course List

 Performance Measures Form(s)

Federal Forms

 Assurances, Certifications, Forms 

Table of Contents 

Self-explanatory

Abstract 

Applicants are required to provide a one-page abstract. An effective abstract will assist 

reviewers in seeing how the proposed project relates to the purposes and priorities of the 

program(s) under which that you are submitting an application. The abstract should summarize 

the activities and intended outcomes of the project for the FY 2014-2017 grant period and

indicate the absolute, competitive, and invitational priorities to be addressed in your application. 

Applicants should refrain from touting your institutional history with the NRC and FLAS 

programs; we ask that the abstract focus instead on the currently-proposed project and its future 

impact. 

Provide an overview of the Center’s or Program’s unique characteristics, including but 

not limited to its mission; world area or thematic focus; the internal and external constituencies 

served; degree programs; enhancement activities; the faculty; area studies, international 

studies, and language courses; library resources; and outreach. 

Bear in mind that your application abstract introduces you to the reviewers. Make every 

effort, therefore, to provide an engaging and clear picture about you and your proposed project 

from the outset. 

Acronyms Guide

Include an acronyms guide to identify the entities that will be referenced throughout the 

application. Use acronyms wisely, however, as the overuse of acronyms can detract from the 

information being presented. Write out the name occasionally so that the reader is reminded of 

what you are describing, without constantly having to refer to the acronyms list.
30

Project Narrative (Response to the Selection Criteria)

The Project Narrative is the section of the application where applicants respond to the selection criteria for 

the NRC and FLAS programs. The Project Narrative must adhere to the page limitations and the specific technical 

guidelines outlined in the Notice Inviting Applications published in the Federal Register. You are permitted to use 

tables and charts in this section to convey information more efficiently and effectively. Follow the technical guidelines 

provided in the notice regarding the spacing and font requirements for tables and charts.

Only the summary list of the NRC and FLAS selection criteria appears below. Please see the program regulations for 

the criteria descriptions and sub-factors for NRC in §656.21 (Comprehensive National Resource Center); §656.22 

(Undergraduate National Resource Center); and, for FLAS in §657.21. 

Comprehensive National Resource Center §656.21

Commitment to the Subject Area (10)

Quality of Curriculum Design (10)

Quality of the Applicant’s Non-Language 

Instructional Program (20)

Quality of Applicant’s Language 

Instructional Program (20)

Strength of Library (10)

Quality of Staff Resources (15)

Outreach Activities (20)

Program Planning and Budget (25)

Impact and Evaluation (30)

Competitive Preference Priorities (TBD)

Undergraduate National Resource Center §656.22

Commitment to the Subject Area (10)

Quality of Curriculum Design (10)

Quality of the Applicant’s Non-Language 

Instructional Program (20)

Quality of Applicant’s Language 

Instructional Program (20)

Strength of Library (10)

Quality of Staff Resources (15)

Outreach Activities (20)

Program Planning and Budget (25)

Impact and Evaluation (30)

Competitive Preference Priorities (TBD)

Foreign Language and Area Studies Fellowships §657.21

Commitment to the Subject Area (10)

Quality of Curriculum Design (20)

Quality of the Applicant’s Non-Language

Instructional Program (20)

Quality of the Applicant’s Language 

Instructional Program (20)

Strength of Library (10)

Quality of Staff Resources (15)

Impact and Evaluation (25)

FLAS Awardee Selection Criteria (15)

Competitive Preference Priorities (TBD)
31

For both the National Resource Centers program and the Foreign Language and Area Studies 

Fellowships program, the IMPACT AND EVALUATION selection criterion is a heavily 

weighted—NRC (30 points) and FLAS (25 points). 

In an effort to provide applicants more guidance about developing their evaluation plans and 

what it means “to evaluate” Title VI and Fulbright-Hays projects, IFLE program staff, in 

conjunction with IMPAQ International, developed guidance for understanding your role 

regarding Government and Performance and Results Act (GPRA) measures and projectspecific measures. We also developed guidance to assist applicants in responding to the 

“Impact and Evaluation” selection criterion. 

This next section is intended to provide NRC and FLAS applicants with more substantive 

information on how to respond to the “Impact and Evaluation” selection criterion in a more 

compelling manner. This section also includes instructions for completing the new performance 

measure forms (PMFs) that you are required to include in the application Appendices.
32

Guidance on Developing an Evaluation Plan

IFLE Grant Project Evaluation

A strong project proposal by an applicant for an IFLE grant includes a well-designed evaluation 

plan that is based on clearly stated goals and objectives. The evaluation plan must address all 

IFLE GPRA measures, as well as include project-specific measures that are tied to the project’s 

goals and objectives. The evaluation plan also must identify how each of the specific objectives 

will be achieved, and establish the quantitative and qualitative measures that will be used to 

demonstrate the successful implementation of the proposed project. The Performance-Measure 

Form (PMF) serves as a guide for applicants to plan and articulate key aspects of a welldesigned evaluation plan.

IFLE offers applicant institutions the following suggestions to consider in developing the Impact 

and Evaluation section of the grant application.

Developing an Evaluation Plan

Working with an Independent Project Evaluator

Please note that an independent project evaluator may not be required for every IFLE grant 

program. Applicants and grantees should consult with their IFLE program officer and refer to 

program-specific materials for guidance.

The independent project evaluator should be involved in the project throughout the entire grant 

cycle from the proposal development phase through the project’s funding and implementation to 

ensure that a well-designed evaluation plan is developed and implemented. The independent 

project evaluator works with key project personnel to draft measurable objectives, identify 

appropriate progress indicators and benchmarks, and to formalize the data collection, 

calculation, and analytical methodologies. The primary role of the independent project evaluator 

is to provide technical support and expertise to the project in order to best demonstrate its 

progress toward achieving stated goals and objectives. The independent project evaluator may 

also provide support and guidance for the development of a dissemination plan to publicize the 

project results to internal and external entities. 

A grant applicant may wish to collaborate with other projects on a given campus to pool 

resources and share the cost of a professional evaluator. The guidance provided in this 

document is intended to help maximize evaluation resources by streamlining an evaluation 

process and by supporting collaboration between key project personnel and an independent 

evaluator. Very small projects may have very limited funds available to compensate an 

evaluator. In such cases, limited resources are best expended on working with an evaluator at 

the project’s start, as opposed to its later stages. 

To ensure both the quality and the credibility of the evaluation, it should be conducted by a 

qualified evaluator with appropriate expertise and training. The evaluator should be 

independent, whether the evaluator is internal or external to the grant project. The applicant 

should provide a plan to ensure that the evaluator maintains sufficient independence from the 

project team, thus avoiding any potential or perceived conflict of interest. 
33

Developing Clear Goals and Objectives

A well-designed evaluation plan includes clearly articulated goals, measurable objectives, and a 

way to collect concrete data to substantiate the project’s progress toward achieving its goals. 

The evaluation plan should be limited to a few clear and specific objectives that are linked 

directly to the proposed goals of the project and that can be measured. The applicant/grantee 

should consider the following when developing measurable objectives and planning for data 

collection:

1. What will indicate or demonstrate that the project is meeting its goals? Describe the 

expected measurable outcomes.

2. What types and sources of data will best demonstrate that the project is achieving, or will 

achieve, its objectives? Identify the data and its sources that can serve as indicators or 

benchmarks that the project is meeting, or will meet, the intended outcomes.

3. How will the data be collected? Describe access and frequency.

4. How will the data be analyzed and reported? Describe the methodology and key 

personnel responsible.

5. Will the results demonstrate the project’s proposed outcome and impact (e.g., an 

increase in qualified language instructors, higher graduation rate in international studies, 

better employment rate of program graduates, etc.)? Describe how the results may 

demonstrate short-term and long-term outcomes and impact.

Examples of possible project-specific quantitative objectives include:

 Increase the number of students completing advanced courses in priority languages;

 Increase the number of students in business, health, or science majors graduating with 

foreign language skills;

 Increase the number of study abroad opportunities for students on campus; or,

 Increase the number of certificates and degrees conferred in targeted programs of study.

Examples of possible project-specific qualitative objectives include:

 Improve employment opportunities for students who possess advanced language skills 

and international experience;

 Strengthen collaboration between foreign language departments, international 

education, and other disciplines; or,

 Improve quality of assessment tools for priority and/or less-commonly-taught languages. 

Examples of specific activities that may support project objectives include:

 Recruit and hire of qualified priority language faculty; or, 

 Create or increase professional development and training sessions for faculty.
34

Progress indicators that relate to the quantitative and qualitative examples cited in the above 

sections include, but are not limited to, the following:

 Increase in the number of new faculty positions in priority and/or less-commonly-taught 

languages, area studies courses, or interdisciplinary courses that are institutionalized 

after grant support has ended;

 Increase in the number and type of courses developed, piloted, and subsequently 

submitted to the institution’s review board for inclusion in the college catalog for the 

upcoming academic year. 

Developing Evaluation Questions

An applicant should formulate evaluation questions that interest all stakeholders and audiences 

related to the proposed project, and align the questions with appropriate information gathering 

techniques.

1. Who/what will change? 

2. When will the change(s) take place?

3. How much change is expected?

4. How will change be measured, recorded, or documented?

Planning Data Collection and Analysis

In order to show change, baseline data must be included in the final evaluation plan, submitted 

to the program office, once the grant is awarded. Applicants should determine if baseline data 

already exist and where to find them. Data collection instruments that are not readily available 

need to be developed.. Data collection instruments may include surveys, standardized tests, 

exams, focus groups, and topic guides. Institutions may have additional instruments that are 

specific to the proposed project. The final evaluation plan must specify the types and sources of 

data that will be collected and describe how the data will be collected, including access and 

frequency. The plan must also describe how the data will be compiled, analyzed, and reported, 

as well as the methodology that will be used and key personnel responsible for these tasks. The 

institutions should work with evaluation specialists to develop a detailed analysis plan to analyze 

the data and interpret results. In addition, the evaluation plan should include a timeline to 

delineate tasks and specify when and how progress benchmarks or indicators will be met. The 

timeline will help projects to stay on track toward achieving their goals. 

Guidance to NRC Program Applicants

The Title VI international education programs’ overarching goal is to maintain a U.S. higher 

education system with the capacity to produce experts in less commonly taught languages and 

area studies who are capable of contributing to the needs of U.S. government, academic, and 

business institutions. Each IFLE grant program addresses a specific objective related to this 

overarching goal. The National Resource Centers (NRC) program provides grants to institutions 

of higher education or consortia of institutions of higher education to establish, strengthen, and 

operate comprehensive and undergraduate Centers. These Centers are intended to be national 

resources for teaching any modern foreign language. The Centers provide instruction in fields 
35

needed to promote full understanding of areas, regions, or countries in which the modern 

foreign language is commonly used, research and training in international studies and the 

international and foreign language aspects of professional and other fields of study, and 

outreach on a national, regional, and local basis.
36

NRC Performance Measure Form (PMF)

ATTENTION APPLICANTS: READ CAREFULLY

For your application PMFs, COMPLETE ITEMS 1, 2, and 3 ONLY.

IFLE will request fully completed PMFs if the application is recommended for funding.

Include your NRC PMFs in the appendices.

ALL grantees must report Project-Specific Measures on an annual basis. You must create a 

PMF for each Project Goal in order to set a baseline. Figure 1 shows a blank template. An 

example of a PMF completed for NRC Project-Specific Measures is provided in Figure 2.

Figure 1: PMF for Project-Specific Measures for NRC Applicants

1. Project Goal Statement

2. 

Performance 

Measures

3. 

Activities

4. Data/ 

Indicators

5. 

Frequency

6. Data 

Source

7. Baseline and 

Targets

BL T1 T2 T3 T4

Instructions for Completing NRC Project-Specific PMF

1. Project Goal Statement – Each project will have more than one goal, such as “Expand 

outreach for foreign language instruction in LCTLs to under-resourced post-secondary 

institutions” or “Expand the center’s course offerings in South Asian area studies.” 
37

Complete a separate PMF template for each project goal. State the first project-specific 

goal in the first (header) row of the template, then proceed to steps 2-7 below. Repeat 

the process for each project-specific goal.

2. Performance Measures – State the project-specific measure in an objective and timebound manner. Make sure that the units of measure (e.g., number of courses, number of 

students, etc.) are well defined.

3. Activities – Fill in the major activities that the institution will undertake to achieve the 

project-specific performance measure goal.

4. Data/Indicators – State the data or indicators that will be used to track progress of each 

activity stated in #2. Because the performance measure might not change from the 

baseline in the early year(s) of the grant, supporting indicators will be used to track and 

demonstrate progress.

5. Frequency – State period of measurement (e.g., quarterly, by semester, or annually). 

6. Data Source – State the source of the data (e.g., center records or university registrar).

7. Baseline (BL) and Targets (T1-T4) – State the level of each measure at the time that the 

application is submitted as the “Baseline” and provide the target levels at the end of 

each grant year. Where the measure specifies “new,” the baseline is stated as the 

existing total at the time of the application and the targets are stated as the incremental 

increase.
38

Figure 2: Sample PMF for NRC Project-Specific Measures

1. Project Goal Statement: Increase by 10% the number of students graduating from X University with proficiency in Chinese 

language during the grant period as compared to the prior 4-year period.

2. 

Performance 

Measures

3. Activities 4. Data/Indicators 5. 

Frequency

6. Data 

Source

7. Baseline and Targets

BL T1 T2 T3 T4

A) Increase by 

10% Chinese 

language 

course 

offerings at the 

intermediate 

and advanced 

levels each 

project year.

A.1 Recruit and hire

additional qualified 

Chinese language 

instructors.

A.2 Develop 

intermediate and 

advanced level courses 

in Chinese language 

instruction.

A.3 Review and revise

all language courses to 

ensure that a 

communicative-based 

approach is used.

 The number of qualified 

Chinese language 

instructors in the program.

 The number of new 

courses developed for 

intermediate and 

advanced levels.

 The number and 

percentage of all courses 

in a Chinese language 

program in which a 

communicative-based 

approach is used.

Annually

Annually

Annually

Center 

records

University 

registrar

Center 

records

6

20

15/20

75%

7

2

18/22

82%

8

2

21/24

88%

8

2

24/26

92%

9

3

29/29

100%
39

1. Project Goal Statement: Increase by 10% the number of students graduating from X University with proficiency in Chinese 

language during the grant period as compared to the prior 4-year period.

2. 

Performance 

Measures

3. Activities 4. Data/Indicators 5. 

Frequency

6. Data 

Source

7. Baseline and Targets

BL T1 T2 T3 T4

B) Increase by

10% the 

number of 

students 

completing 

intermediate 

and advanced 

level courses in 

Chinese each 

project year.

B.1 Disseminate course 

information to potential 

students in other 

departments, e.g., 

business, nursing, 

engineering, etc.

B.2 Recruit heritage 

language students to 

enroll in advanced level 

courses.

B.3 Provide tutoring, 

mentoring, and authentic 

opportunities for 

students to interact in 

Chinese language.

 The number of students 

who are enrolled in 

intermediate and 

advanced level courses at 

the beginning of each 

quarter/semester.

 The number of students 

who advance from 

beginning to intermediate 

and from intermediate to 

advanced levels at the 

end of each quarter.

 The number of students 

who successfully 

complete intermediate or 

advanced level courses 

each quarter/semester.

Quarterly 

or by 

semester

Quarterly 

or by 

semester

Quarterly 

or by 

semester

University 

registrar

University 

registrar

University

registrar

220

200

100

240

220

110

260

240

121

280

260

133

320

300

146
40

1. Project Goal Statement: Increase by 10% the number of students graduating from X University with proficiency in Chinese 

language during the grant period as compared to the prior 4-year period.

2. 

Performance 

Measures

3. Activities 4. Data/Indicators 5. 

Frequency

6. Data 

Source

7. Baseline and Targets

BL T1 T2 T3 T4

C) Increase by 

10% the 

number of 

students who 

complete study 

abroad 

activities each 

project year.

C.1 Develop 

partnerships with 

overseas institutions.

C.2 Develop study 

abroad programs that 

include internship 

opportunity in students’ 

study majors.

C.3 Collaborate with 

Extension Education to 

enable study abroad 

students to earn 

university credits that 

will count toward

completing their 

degrees.

 The number of new 

partnerships with 

overseas institutions.

 The number of study

abroad opportunities 

offered each year.

 The number of students 

who complete study 

abroad each year.

Annually

Annually

Annually

Center 

records

University 

registrar

University 

registrar

6

4

20

8

6

22

10

7

24

12

8

26

14

10

29
41

NRC Impact and Evaluation Selection Criterion 

This section describes the factors that the reviewers will use to score the project evaluation 

narratives in submitted grant applications. The following factors are included in the “Impact and 

Evaluation” selection criterion in the NRC undergraduate center regulations and the NRC 

comprehensive center regulations. Each question is followed by guidance to help the applicant 

provide information that will enable reviewers to award the appropriate level of points for the 

applicant’s planned impact and evaluation efforts. The applicant should provide actual baseline 

numbers, including trend data, if possible, when answering the following questions in the grant 

application. If the applicant has not tracked the data requested, the applicant should explain 

what mechanisms it will put into place to collect the desired data and to track progress toward

the proposed project’s goals and objectives. 

For all NRC applicants, to what extent do the center’s activities and training programs 

have a significant impact on the university, community, region, and the nation as shown 

through indices such as enrollments, graduate placement data, participation rates for 

events, and usage of center resources? 

The NRC Program’s primary goal in providing funding to eligible institutions of higher education 

or consortia of such institutions is to enable them to establish, strengthen, and operate 

undergraduate and comprehensive foreign language and area or international studies centers 

and programs. The program also supports the development of qualified instructors of the less 

commonly taught languages and of interdisciplinary projects that support students in the 

science, technology, engineering, and mathematics fields to achieve foreign language 

proficiency. Applicants should describe how their proposed activities advance the program’s 

goals and regulations and help to meet national needs in foreign language, area, and 

international studies.

An applicant may demonstrate a project’s impact through official records that evidence

substantial increases in coursework, enrollment, and graduates in foreign language, area, or 

international studies, and in the number of qualified instructors in critical or priority languages. 

Evidence of an increase of graduates from other disciplines with foreign language, area, and 

international skills also demonstrates a project’s success. However, the real significant impact of 

any program is most evident in its graduate placement data. Data of successful graduate 

placement indicate that the program is attaining its long-term outcome of meeting the nation’s

workforce needs. The Department of Education (ED) seeks projects that have data 

demonstrating that their participants have a higher graduate placement rate than other projects,

and that the project’s success can be replicated. 

It is difficult for programs to gather graduate placement data because they must have ongoing 

relationships with their graduates to do so. Yet tracking and helping students find placements in 

academic, governmental, and private sector jobs that draw upon their foreign language and 

area study knowledge are among the most tangible and direct ways that IFLE programs achieve 

their stated goal: “to meet the nation’s security and economic needs through the development 

and maintenance of a national capacity in foreign languages, and area and international 

studies.” In fact, post-graduation placements have become a concern and interest of Congress, 

since those placements represent a tangible return on taxpayers’ investment and directly relate 

to ED’s mission, which is “to promote student achievement and preparation for global 

competitiveness by fostering educational excellence and ensuring equal access.” Therefore, an 

applicant should emphasize how it plans to assist students and track their job placements after 

graduation. An applicant should also provide detailed information on how it plans to sustain the 
42

center’s activities and training programs through institution-wide efforts. An applicant may 

discuss institutional commitment and support, as well as faculty hiring and development in these 

areas. 

For undergraduate NRC applicants, to what extent do students matriculate into advanced 

language and area or international studies programs or related professional programs?

The guidance on answering this question is related to the background and advice given for the 

previous question regarding post-graduate placements. Since the question’s emphasis here is 

on undergraduates, an applicant’s answer should illustrate how the applicant will track students 

and encourage them to continue on to advanced language and area or international studies 

programs. 

An applicant may provide detailed information on its past and present efforts to develop degree 

and professional programs in foreign language, area, or international studies, and any crossdiscipline collaborations in which it has engaged to attract and graduate more students with 

advanced language or international education backgrounds. 

For all applicants, to what extent will provisions be made for equal access and treatment 

for eligible students and other participants who are members of groups that have been 

traditionally under-represented (such as members of racial or ethnic minority groups, 

women, persons with disabilities, and the elderly)?

Equal access to educational opportunities is not only part of ED’s mission “to promote student 

achievement and preparation for global competitiveness by fostering educational excellence 

and ensuring equal access,” but also is an explicit part of the NRC program’s regulations. 

Therefore, it is important that applicants demonstrate how they will implement the equal access 

requirements of NRC funding. Current statistics show that a vast majority of participants in 

international education and study abroad programs are white students from middle class 

backgrounds and that students from other minority or ethnic groups have limited access to 

international education and study abroad programs. (IIE-Open Doors 2012)

Applicants should demonstrate that they have a track record of past success achieving the 

equal access objective, and, at a minimum, explain their plans to increase the number of 

participants from minority and underrepresented groups and to retain them. 

For all applicants, to what extent does the applicant provide an evaluation plan that is 

comprehensive, with objectives that will produce quantifiable, outcome-measureoriented data?

The applicant should review the section entitled “Evaluation of NRC Projects” starting on page 6 

of this guidance document. This guidance document simplifies and demonstrates the key 

elements of a comprehensive and objective evaluation plan. Applicants must clearly express: 

Who/what will change? When will the change(s) take place? How much change is expected?

What are the proposed data collection methodologies? Are the credentials, qualifications, and 

impartial statuses of those who will carry out the evaluation plan sufficient to ensure that the 

results will be valid and reliable? 

For all applicants, to what extent have results from recent evaluations been used by the 

applicant to improve its program? 
43

ED seeks information from applicants on whether and how they have used past project 

evaluation results and findings to inform their strategic and operational decision-making. 

Applicants should describe the types of evaluations and studies that they have carried out in 

past similar grant projects, what the results of those evaluations and studies were, and how the 

findings will inform and improve what the applicants propose to do. ED is interested particularly 

in applicants that provide evidence-based results from past grant projects or similar efforts that 

indicate their success in achieving long-term outcomes that advance the Program’s goals, and 

in applicants’ proposals to scale up and institutionalize these past successes.

For all NRC applicants, to what degree do activities of the center address national needs, 

and generate information for and disseminate information to the public?

One of the overarching goals of the NRC program is for participating centers to disseminate 

information to the public that addresses national needs for expertise in critical languages, 

international, and area studies. Centers may disseminate a range of information: research 

studies’ findings or results of surveys that have been funded by NRC; international or cultural 

activities hosted by the center; new coursework, curricula, or degree programs created and 

offered by the center; scholarship, fellowship, or employment opportunities available; or any 

other type of project outcomes and achievements. By disseminating this information, the center

informs the public of the ways in which it is meeting national needs, as well as promoting more 

awareness and interest in supporting foreign language, international, and area studies. The 

Center can disseminate information to advance a variety of goals through a number of different 

channels and to vastly different intended audiences. Its efforts may range from reaching out to

the underrepresented students and faculty on campus, to engaging local communities and 

educational institutions including K-12 and community colleges, to launching a campaign to 

reach a broader audience nationally. Applicants’ answers to this question may include 

descriptions of postings on internet sites, presentations at conferences and workshops, articles 

published in peer reviewed journals, appearances on national broadcast news, as well as 

private briefings to the U.S. State Department, the Department of Defense, and members of 

Congress and their staffers. This is a non-exhaustive illustrative list only. Applicants must 

identify the mechanisms that they have used and will continue to use, as well as any describe 

new mechanisms that they intend to initiate to enable them to generate and disseminate 

information that addresses national needs. 

For all NRC applicants, what is the Center’s record of placing students into postgraduate employment, education, or training in areas of national need, and the center’s 

stated efforts to increase the number of such students that go into such placements?

As stated in the answer to the first selection criteria question regarding the “Impact and 

Evaluation” of NRC grants, placement into post-graduate employment, education, or training in 

areas of national need is of paramount importance to the NRC’s congressional funders, OMB, 

the ED’s Budget Service, and IFLE senior leadership. It is critical to ED that a successful NRC 

grantee track placement results and assist graduates in the placement process. Applicants 

should highlight past successful strategies that they used to track graduates after they finished 

their programs and to obtain reliable data on post-graduate employment, and describe how 

these strategies will be implemented with future grant participants. Applicants should present 

their track records and emphasize ongoing initiatives that rise to the level of a promising 

practice.
44

FLAS Performance Measure Form (PMF)

ATTENTION APPLICANTS: READ CAREFULLY

For your application PMFs, COMPLETE ITEMS 1, 2, and 3 ONLY.

IFLE will request fully completed PMFs if the application is recommended for funding.

Include your NRC PMFs in the appendices.

ALL grantees must report Project-Specific Measures on an annual basis. The institutions that 

are recommended for funding will be required to submit a fully completed PMF for each Project 

Goal in order to set a baseline. A black PMF is provided in Figure 3. An example of a PMF 

completed for FLAS Project-Specific Measures is provided in Figure 4.

Figure 3: PMF for Project-Specific Measures for FLAS Applicants

1. Project Goal Statement

2. 

Performance 

Measures

3. 

Activities

4. Data/ 

Indicators

5. 

Frequency

6. Data 

Source

7. Baseline and 

Targets

BL T1 T2 T3 T4

Instructions for Completing Project-Specific PMF

1. Project Goal Statement – Each project will have more than one goal, such as “Increase 

FLAS training opportunities for professional school students” or “Increase FLAS training 

opportunities for STEM students.” Complete a separate PMF template row for each 

project goal. State the first project-specific goal in the first (header) row of the template, 

the proceed to steps 2-7 below. Repeat the process for each project-specific goal.
45

2. Performance Measures – State the project-specific measure in an objective and timebound manner. Make sure the units of measure (e.g., number of courses, number of 

students, etc.) are well defined

3. Activities – Fill in the major activities that the institution will undertake to achieve the 

project-specific performance measure goal.

4. Data / Indicators – State the data or indicators that will be used to track the progress of 

each activity stated in #2. Note that one of the indicators should be synonymous with the 

performance measure, while the other indicators will be used to track progress toward 

meeting the performance measure. Since the performance measure might not change 

from the baseline in the early year(s) of the grant, supporting indicators will be used to 

track and demonstrate progress.

5. Frequency – State period of measurement (e.g., quarterly, by semester, or annually).

6. Data Source – State the source of the data (e.g., center records or university registrar).

7. Baseline (BL) and Targets (T1-T4) – State the level of each measure at the time that the 

application is submitted as the “Baseline” and provide the target levels at the end of 

each grant year. Where the measure specifies “new,” the baseline is stated as the 

existing total at the time of the application and the targets are stated as the incremental 

increase.
46

Figure 16: Sample PMF for Project-Specific Measures for FLAS Applicants

1. Project Goal Statement: Increase the participation of professional school students and STEM students in FLAS training opportunities.

2. Performance 

Measures

3. Activities 4. Data/ Indicators 5. 

Frequency

6. Data 

Source

7. 

BL

T1 T2 T3 T4

A) Increase annually 

the number of 

academic year 

fellowships awarded 

to students in

professional schools. 

A.1 Publicize FLAS 

fellowship opportunities in all 

professional schools and 

conduct information 

sessions targeted at 

professional school 

students. 

A.2 Recruit faculty in 

professional schools to 

serve in advisory roles

and/or on selection 

committees.

A.3 Work with departments 

and registrars to design 

schedules that will better 

accommodate FLAS training 

courses for students in 

professional schools.

 The number of eligible FLAS 

candidates from a wide cross-section 

of professional schools, e.g., 

medicine, public health, law, 

business, engineering, nursing, 

education, etc.

 The number of professional schools 

represented by professional school 

faculty serving as advisers and/or 

selection committee members.

 Number of FLAS recipients in 

professional schools who say that a 

significant reason they applied and 

accepted their FLAS fellowships was 

due to the purposeful integration of 

FLAS courses into their professional 

school schedule.

Annually

Annually

Annually

FLAS 

program 

records

FLAS 

program 

records

University 

registrar

3

0

0

6

2

3

12

4

6

24

8

12

48

12

24
47

1. Project Goal Statement: Increase the participation of professional school students and STEM students in FLAS training opportunities.

2. Performance 

Measures

3. Activities 4. Data/ Indicators 5. 

Frequency

6. Data 

Source

7. 

BL

T1 T2 T3 T4

B) Increase by 5% 

each year the number 

of fellowships 

awarded to students 

at the intermediate or 

advanced level of a 

language, such as 

Modern Standard 

Arabic (MAS), and 

taking related content 

courses in the 

science, technology, 

engineering, and 

mathematics (STEM) 

fields.

B.1 The Center on the 

Middle East and North Africa

(MENA) disseminates FLAS 

requirements and 

application procedures to 

potential students in all 

departments throughout the 

university. 

B.2 MENA recruits heritage 

language students in STEM 

courses to enroll in 

advanced level language 

courses. 

 Number of students who are enrolled 

in MAS intermediate or higher 

courses who applied for FLAS 

fellowships as result of MENA 

outreach.

 The number of FLAS fellowship 

awardees who receive at least a B in 

STEM courses while they are 

enrolled in intermediate or advanced 

language courses.

Quarterly or 

by semester

Quarterly or 

by Semester

FLAS 

program 

records 

and 

University 

registrar

FLAS 

program 

records 

and 

University 

registrar

0

2

4

4

8

8

16

16

32

32
48

FLAS Program Impact and Evaluation Selection Criterion

This section describes the selection factors that the reviewers will use to evaluate the “Impact and 

Evaluation” narrative in your submitted applications. The text in bold below are the selection criteria factors 

for the FLAS application. Each factor is followed by guidance to help the applicant provide information that 

will enable reviewers to award the appropriate level of points for the applicant’s planned impact and 

evaluation efforts. 

(1a) The extent to which the applicant’s activities and training programs have 

contributed to an improved supply of specialists on the program’s subject as shown 

through indices such as undergraduate and graduate enrollments and placement data.

An applicant may demonstrate a project’s impact by providing official records that evidence substantial 

increases in coursework, enrollment, and graduates in foreign language, area, or international studies, and in 

the number of qualified instructors hired to teach critical or priority languages. Grant reviewers also look 

favorably upon applicants that can demonstrate that the number of graduates from other disciplines with 

foreign language, area, and international skills has increased. However, the real significant impact of any 

program is evidenced by its graduate placement data. Successful placement data indicate that the program is 

attaining its long-term outcome of meeting the nation’s workforce needs. ED seeks to fund projects that have 

data indicating that their participants have higher graduate placement rates than others and that their 

successes can be replicated. 

It is difficult for programs to collect graduate placement data since they must have an ongoing relationship 

with their graduates to do so. Yet tracking and helping students find placements in academic, government, 

and private sector jobs that draw upon their foreign language and area study knowledge are among the most 

tangible and direct ways that IFLE programs achieve their stated goal: “to meet the nation’s security and 

economic needs through the development and maintenance of a national capacity in foreign languages, and 

area and international studies.” In fact, post-graduation placements have become a concern and interest of 

Congress, since those placements represent a tangible return on taxpayers’ investment and directly relate to 

ED’s mission, which is “to promote student achievement and preparation for global competitiveness by 

fostering educational excellence and ensuring equal access.” Therefore, an applicant should place special 

emphasis on describing how it plans to assist and track students’ placements after graduation.

(1b) The extent to which the applicant supplies a clear description of how the applicant 

will provide equal access and treatment of eligible project participants who are 

members of groups that have been traditionally underrepresented, such as members of 

racial or ethnic minority groups, women, persons with disabilities, and the elderly.

Equal access to educational opportunities is not only part of ED’s mission “to promote student achievement 

and preparation for global competitiveness by fostering educational excellence and ensuring equal access,” 

but is an explicit component of the FLAS program’s regulations. Therefore, it is important that applicants 

demonstrate how they will implement the equal access requirement of FLAS funding. Current statistics show 

that a vast majority of participants in international education and study abroad programs are white students

from middle class backgrounds and that students from other minority or ethnic groups have limited access to 

international education and study abroad programs. (IIE-Open Doors 2012)

Applicants should demonstrate that they have a track record of past success in achieving the equal access 

objective, and, at a minimum, explain their plans both to increase the number of participants from minority 

and underrepresented groups and to retain them.

(2a) The extent to which the applicant provides an evaluation plan that is comprehensive and 

objective and that will produce quantifiable, outcome-measure-oriented data.
49

The applicant should review the section entitled “Evaluation of IFLE Grant Projects” starting on page 4 of this 

guidance document. This guidance document intends to simplify and demonstrate the key elements of a 

comprehensive and objective evaluation plan. Applicants must clearly express: Who/what will change? 

When will the change(s) take place? How much change is expected? What are your proposed data collection 

methodologies? Are the credentials, qualifications, and impartial statuses of those who will carry out the 

evaluation plan sufficient to ensure that the results will be valid and reliable?

(2b) The extent to which recent evaluations have been used to improve the applicant's 

program.

ED looks favorably on applicants that can demonstrate how they have used past project evaluation results 

and findings to inform their strategic and operational decision-making. Applicants should discuss the types of 

evaluations and studies that they have conducted in past similar grant projects, provide the results of those 

evaluations and studies, and describe how the findings will inform and improve what they propose to do. 

Especially important to ED is the extent to which applicants provide evidence-based results from past grant

projects or similar efforts that indicate long-term outcomes in meeting the program’s goals, and illustrate how 

applicants propose to scale up and institutionalize them.

(3) The degree to which fellowships awarded by the applicant address national needs.

ED’s stated goal for IFLE is “to meet the nation’s security and economic needs through the development and 

maintenance of a national capacity in foreign languages, and area and international studies.” Furthermore, 

the Higher Education Opportunity Act requires that the Secretary of Education consult with federal agency 

heads in order to receive recommendations regarding areas of national need for expertise in foreign 

languages and world regions. The link below provides the areas of national need identified by the Secretary, 

consisting of the priority languages that are less commonly taught and the world regions: 

http://www2.ed.gov/about/offices/list/ope/iegps/consultation-2013.pdf

Reviewers will rate applications that address these priorities more highly than those that do not. Applicants 

should demonstrate and provide their track records and their plans to attract and support fellows in these 

areas of priority.

(4a) The applicant’s record of placing students into post-graduate employment, 

education, or training in areas of national need.

As stated in the answer to the first selection criteria question regarding the “Impact and Evaluation” of FLAS

grants, placement into post-graduate employment, education, or training in areas of national need is of

paramount importance to FLAS’s congressional funders, OMB, ED’s Budget Service, and IFLE senior 

leadership. A successful FLAS grantee will track those placement results and assist graduates in the 

placement process. Applicants, thus, should highlight successful strategies that they have used to track 

graduates after they leave their programs in order to obtain reliable data on post-graduate employment, and 

should demonstrate how these strategies will be implemented with future FLAS fellows. Applicants should 

present their track records and emphasize ongoing initiatives that rise to the level of a promising practice.

(4b) The applicant’s stated efforts to increase the number of such students that go into 

such placements.

A successful evaluation plan will measure the project’s success performing the stated activities; even more 

importantly, it will show how the provision of these activities results in achieving the GPRA and projectspecific outcomes. The applicant should develop measures that effectively tell the project’s story of success 

and result in performance improvement.
50

For instance, to improve results for the second FLAS GPRA measure regarding the employment of FLAS 

fellows who have graduated, the applicant may want to work with potential employers at the project’s outset 

to design curricula and training that match their needs, and thereby to improve the probability of future 

employment for graduates. A positive quantitative indicator of future success might include the number of 

students able to secure internships before graduation. That measure could be buttressed by measuring 

activities that would bring potential employers into contact with students. 

Applicants should design programs that equip graduates with the skills necessary to be employed in an area 

of national need. Applicants also should plan and measure activities with future employers, such as job fairs 

or events planned in tandem with potential employers, to further advance the employment goal. In this way, 

the applicants’ objective measures will not just measure success but will also facilitate it by promoting the 

behaviors that lead to success.
51

Overview of GPRA Measures, Program Evaluation, and Project Evaluation

The U.S. Congress passed the Government Performance and Results Act (GPRA) of 1993 and the GPRA 

Modernization Act of 2010 to assess and improve federally funded programs. GPRA requires that federal 

agencies document the achievements of grant-funded programs. Specifically, GPRA requires federal 

agencies, such as the U.S. Department of Education, to develop and report quantifiable annual and long-term 

measures to Congress. GPRA stipulates that these measures be limited in number, specific, and have 

baselines and targets that are ambitious, yet achievable.1 Performance reporting occurs at the program 

level, meaning that the U.S. Department of Education (ED) aggregates data from all IFLE grantees and 

reports on measures of the IFLE program overall. ED’s challenge is to articulate program-level measures 

that are relevant to several grant programs and that capture the achievements of many disparate grantees. 

ED’s Budget Service and the U.S. Office of Management and Budget (OMB) review and approve IFLE’s 

GPRA measures to make sure that the measures reflect the programs’ overall goals. Therefore, once 

approved, GPRA measures remain relatively constant over time and all IFLE grantees must report them to 

ED.

As required by GPRA, ED has developed a strategic plan that reflects its organizational priorities and also 

integrates IFLE’s mission and program authorities. ED’s stated goal for IFLE is “to meet the nation’s security 

and economic needs through the development and maintenance of a national capacity in foreign languages, 

and area and international studies.”

 

1. Section 200.5 of OMB Circular No. A-11 (2012) reads, “The GPRA Modernization Act requires agencies to set long-term 

goals and objectives as well as specific, near-term performance goals. Agency leaders at all levels of the organization are 

accountable for choosing goals and indicators wisely and for setting ambitious, yet realistic targets.” 

(http://www.whitehouse.gov/sites/default/files/omb/assets/a11_current_year/s200.pdf)
52

GOVERNMENT PERFORMANCE AND RESULTS ACT (GPRA)

What is GPRA?

The Government Performance and Results Act of 1993 (GPRA) requires all federal agencies to manage their 

activities with attention to the consequences of those activities. Each agency is to clearly state what it 

intends to accomplish, identify the resources required, and periodically report their progress to Congress. In 

so doing, it is expected that the GPRA will contribute to improvements in accountability for the expenditures 

of public funds, improve Congressional decision-making through more objective information on the 

effectiveness of federal programs, and promote a new government focus on results, service delivery, and 

customer satisfaction.

How has the Department of Education Responded to the GPRA Requirements?

As required by GPRA, the Department of Education has prepared a strategic plan for 2014-2018. This plan 

reflects the Department’s priorities and integrates them with its mission and program authorities and 

describes how the Department will work to improve education for all children and adults in the U.S. The 2014-

2018 plan includes the following six goals:

Goal 1: Increase college access, affordability, quality, and completion by improving postsecondary 

education and lifelong learning opportunities for youth and adults

Goal 2: Improve the elementary and secondary system’s ability to consistently deliver excellent 

instruction aligned with rigorous academic standards while providing effective support services 

to close achievement and opportunity gaps, and ensure all students graduate high school 

college- and career-ready

Goal 3: Improve the health, social-emotional, and cognitive outcomes for all children from birth 

through third grade, so that all children, particularly those with high needs, are on track for 

graduating from high school college- and career-ready

Goal 4: Increase educational opportunities for and reduce discrimination against underserved 

students so that all students are well-positioned to succeed

Goal 5: Enhance the education system’s ability to continuously improve through better and more 

widespread use of data, research, and evaluation, evidence, transparency, innovation, 

and technology

Goal 6: Improve the organizational capacities of the Department to implement its strategic plan

What are the Performance Indicators for the International Education Programs?

The Department’s specific goal for the International Education Programs is “to meet the nation's security and 

economic needs through the development and maintenance of a national capacity in foreign languages, and 

area and international studies.” The objective and performance indicators for the National Resource 

Centers Program (NRC) and the Foreign Language and Area Studies (FLAS) Fellowships Program are 

as follows:

NRC Program

The objective of the National Resource Centers program is to provide grants to institutions of higher 

education or consortia of institutions of higher education to establish, strengthen, and operate comprehensive 

and undergraduate language and area or international studies centers. The Department will use the following 

measures to evaluate the overall success of the NRC program. 
53

(1.1) Percentage of NRC grants teaching intermediate or advanced courses in any of the priority languages 

as defined by the Secretary of Education

(1.2) Percentage of NRC projects that increased the number of intermediate or advanced level language 

courses in the priority and/or LCTLs during the course of the grant period 

(1.3) Percentage of priority languages targeted by NRC as defined by the Secretary of Education taught at 

NRCs 

(1.4) Percentage of NRCs that increased the number of certificate, minor, or major degree programs in the 

priority and/or LCTLs, area studies, or international studies during the course of the four-year grant 

period

FLAS Program

The objective of the Foreign Language and Area Studies Fellowship program is to provide academic 

year and summer fellowships to institutions of higher education to assist undergraduate and graduate 

students in foreign language and either area or international studies. The Department will use the following 

measures to evaluate the overall success of the FLAS program. 

(2.1) Percentage of FLAS fellows who improved their foreign language reading/writing, and/or 

listening/speaking scores by at least one ILR equivalent proficiency level

(2.2) Percentage of FLAS graduated fellows who have secured employment that utilizes their foreign 

language and area studies skills within eight years of graduation based on FLAS tracking survey

(2.3) Percentage of FLAS master’s and doctoral degree program graduates who studied priority languages 

as defined by the Secretary of Education
54

APPENDICES

The following informational pieces comprise the application appendices. The appendices are not subject to 

the page limitations and technical requirements (font, spacing, etc.), ad for the Project Narrative. 

1. Project Budget

Use ED Form 524 Section A –BUDGET SUMMARY to show what the Center is requesting for all four-years 

of the grant cycle. ED Form 524 includes the budget categories below, but some categories are not 

applicable to the NRC and FLAS programs.

1. Personnel

2. Fringe Benefits

3. Travel

4. Equipment (not applicable)

5. Supplies

6. Contractual (not applicable)

7. Construction (not applicable)

8. Other

9. Total Direct Costs (lines 1-8)

10. Indirect Cost (not to exceed 8%)

The NRC program has a negotiated indirect cost rate; there is no indirect cost rate for the FLAS 

program 

11. Training Stipends = the FLAS FELLOWSHIP FUNDS BEING REQUESTED

12. Total Costs (lines 9-11)

Enter the amounts requested for each budget category for Project Years 1- 4, columns (a)–(d). The 

timeframes for the project years are as follows:

Project Year 1 (a): August 15, 2014-August 14, 2015

Project Year 2 (b): August 15, 2015-August 14, 2016

Project Year 3 (c): August 15, 2016-August 14, 2017

Project Year 4 (d): August 15, 2017-August 14, 2018

Read the instructions in the “Forms and Instructions” section for completing ED 524 Form Section A-Budget 

Summary and Section C-Budget Narrative for specific guidance for completing the ED 524 form and for 

presenting the budget narrative. When formulating the project budget, make sure that costs are allowable, 

allocable, reasonable, and justifiable. 

The review of your application budget will be easier if you present all four years’ requests across the page. 

This allows the readers to see the fiscal progression of the project at-a-glance. To the extent possible, insert 

page numbers on the budget to cross-reference the budget line items to other sections of the application to 

substantiate relevance to the project. For the Section C- Budget Narrative, use the same categories that

appear on the ED 524 Form (and above). Do not use categories that are unique to your institution’s 

fiscal accounts because these might not match the categories in the Department’s G5 System and IFLE’s 

International Resource Information System. 

Please note that the ED 524 Section C Budget Narrative is not the same as the “Program Planning and 

Budget” (PPB) narrative in the Project Narrative. The PPB narrative discusses, among other factors, the 

activities to be conducted and how those activities will contribute to a strengthened program and whether you 

use the resources and personnel effectively to achieve the proposed objectives. It also indicates the costs 

associated with the activities. The PPB narrative DOES count against the page limitations.
55

Additional NRC Budget Preparation Tips

 Do not put the Project Director’s/Principal Investigator’s salary on the grant

 Do not put more than 50% of the salary of project related staff on the grant

 If necessary, applicants may request up to 100% of a language instructor’s salary

 Do break out “travel” to show domestic travel and international travel and show the estimated number 

of trips and costs

 Do include in the Travel budget category the expenses for transportation, lodging, subsistence, and 

related items incurred by employees who are in travel status on official business of the Center. See 

more in J. 53 Travel costs (a) and (b) of the OMB Cost Principles 

 Do include costs for transportation, lodging, subsistence, and related items incurred by nonemployees of the institution in the Other budget category

 Do insert the Fringe Benefits percentages and amounts that comprise the FB packages

 Do read §§75.190 and 75.191 of the Education Department General Administrative Regulations 

(EDGAR) regarding consultation and consultation costs for projects that intend to develop curricula or 

instructional materials under the grant

 Do read EDGAR §§75.515 and 75.516 of EDGAR regarding the use of consultants and the 

compensation of consultants—employees of institutions of higher education

 Do consider “supplies” as any personal property having a unit acquisition cost of $5000 or less

 Do remember that EDGAR §75.708 prohibits sub-grants 

 Do show the budget costs for all institutions if the application is being submitted on behalf of a 

consortium 

 Do use the term “speaker’s fees”, to align with the OMB cost principles language in J 32. Meetings 

and Conferences

 Do gradually decrease or absorb the amount of funds being charged to the grant as the grant 

progresses, so that you are in a position to sustain the activities when the grant ends

 Do cross-reference other sections of the proposal

FLAS Budget (Training Stipends)

 Do not include indirect costs in the FLAS budget

 Do request undergraduate fellowships and graduate fellowships, as appropriate

 Do remember that you do not have to be an NRC to request/receive an allocation of FLAS fellowships

 Do present the FLAS budget to show the following:

o Number of undergraduate academic year fellowships x fellowship amount = 

3 x $15,000 = $45,000

o Number of graduate academic year fellowships x fellowship amount = 

5 x $33,000 = $165,000

o Number of summer fellowships x amount =

4 x $7,500 = $30,000

o Total FLAS allocation amount = $240,000

Enter $240,000 in line 11 Training Stipends on the ED 524 Form Section A-Budget Summary

This budget could be itemized further by specifying the number/amount of institutional payments for 

tuition and fees and the number/amount of subsistence allowances, e.g., 3 x $10,000 = $30,000; 

3 x $5,000 = $15,000; Total Undergraduate AY fellowships = $45,000.

2. Profiles for Project-related Personnel

Provide profiles for all teaching and other professional staff directly relevant to the applicant’s training 

program. Also include the profiles for individuals who will be providing expertise/area of specialization such 

as curriculum developers, evaluators, bibliographers, etc.
56

Formatting Tips

 Do include an index to show how the profiles are organized, e.g. alphabetically only or alphabetically 

within a discipline, other formats 

 Do present two profiles per page, with the exception of the Project Director/Principal Investigator 

whose profile can be one page

 Do double-side the profile pages

 Do include as many pages as needed; the appendices do not count against the page limitation 

 Do cross-reference other relevant sections of the proposal, as needed

Profile Must Include

 Department and tenure status

 Education

 Academic experience

 Overseas experience

 Language(s) and level of proficiency 

Note: include information to indicate what the levels mean

 Pedagogy training for language instructors 

 Percent of time dedicated to area studies/international studies courses

 Area, international studies courses taught

 Research and training

 Recent publications

 Dissertations and/or theses supervised in the past five years

 Distinctions

3. Course List

The course list represents the breadth and depth of the area studies courses, international studies courses, 

and language courses available through your center or program. This appendix should align with/substantiate

the information discussed in the Project Narrative about the quality of the applicant’s non-language and 

language training programs. 

Timeframes and Required Information 

TIMEFRAME REQUIRED INFORMATION

2012 – 2013 Courses and enrollments

2013 – 2014 Courses being offered

2014 – 2015 Courses to be offered

Note: In the course list, asterisk 2014 - 2015 courses that will be supported with grant funds 

Formatting Tips

 Do double-side the pages

 Do provide an index to show how the courses are organized

 Do indicate the percentage of area studies, international studies content, e.g., 100%.

 Do indicate the percent and provide a notation for courses with less than 100% area studies or 

international studies content, but equal to or more than 25%

 Do not include courses with < 25% area studies or international studies content

 Do describe the content for courses whose titles might not convey area studies or international 

studies

 Do indicate the number of credits 

 Do indicate courses that are cross-listed
57

 Do cross-reference other sections of the proposal, as needed

4. Project-specific Performance Measures Forms (PMFs)

 Do create a PMF for every project-specific goal for the NRC project

 Do create a PMF for every project specific goal for the FLAS project

 Do create a PMF for your proposed evaluation plans

For your application PMFs, COMPLETE ITEMS 1, 2, and 3 ONLY.

IFLE will request fully completed PMFs if the application is recommended for funding.

Include your NRC PMFs in the appendices.

1. Project Goal Statement

2. 

Performance 

Measures

3. 

Activities

4. Data/ 

Indicators

5. 

Frequency

6. Data 

Source

7. Baseline and Targets

BL T1 T2 T3 T4
58

Intergovernmental Review, State Single Point of Contact

Executive Order 12372 (Intergovernmental Review of Federal Programs)

This program falls under Executive Order 12372 (Intergovernmental Review of Federal Programs) and the 

regulations in 34 CFR Part 79. One of the objectives of the Executive order is to strengthen federalism--or the 

distribution of responsibility between localities, States, and the Federal government--by fostering 

intergovernmental partnerships. An aspect of this partnership is the process that State or local governments 

have devised for coordinating the review of proposed Federal financial grant applications.

The process for doing this requires grant applicants to contact their State Single Point of Contact for 

information on how this works. Multi-state applicants should follow procedures specific to each state. 

Further information about the State Single Point of Contact process and a list of names by State can be found 

at: 

http://www.whitehouse.gov/omb/grants_spoc

Absent specific State review programs, applicants may submit comments directly to the Department. All 

recommendations and comments must be mailed or hand-delivered by the date indicated in the actual 

application notice to the following address: The Secretary, EO 12372—CFDA #84.015A; 84.015B, U.S. 

Department of Education, room 7E200, 400 Maryland Avenue, SW., Washington, DC 20202.

Proof of mailing will be determined on the same basis as applications (see 34 CFR §75.102). 

Recommendations or comments may be hand-delivered until 4:30 p.m. (eastern time) on the closing date 

indicated in this notice.

Important note: The above address is not the same address as the one to which the applicant submits its 

completed applications. Do not send applications to the above address.
59

NRC and FLAS Reporting Requirements 

International Education Resource Information System (IRIS)

If your center or program is awarded a new FY 2014 – FY 2017 grant(s) under the NRC and/or 

FLAS programs, you will be required to enter interim, annual, and final performance reports into 

the IRIS web based system. IFLE requires grantees to submit performance reports that provide 

the most current performance and financial expenditures information, in accordance with 34 

CFR 75.118. We use this information to certify that grantees are making substantial progress 

toward project objectives and to make continuation awards.

You may view the IRIS performance reporting screens and instructions for the NRC and FLAS 

programs at

http://iris.ed.gov/iris/pdfs/NRC.pdf

http://iris.ed.gov/iris/pdfs/FLAS_director.pdf

http://iris.ed.gov/iris/pdfs/FLAS_fellow.pdf
60

FREQUENTLY ASKED QUESTIONS AND ANSWERS

Application Content

Q1. Our center has received NRC and FLAS grants in the past. Is it appropriate to refer to this in our application? 

A. This is appropriate to demonstrate programmatic strength/growth, and to describe what you have institutionalized as a result of 

leveraging the Title VI support. It is not appropriate, however, to engage in lengthy discussions that are retrospectives, rather 

than relevant information.

Q2. What techniques does the U.S. Department of Education (US/ED) consider helpful for presenting the application narrative and 

other important information? 

A. In presenting the application narrative (your responses to the selection criteria), we encourage you to follow the order of the 

selection criteria as listed on the Technical Review Form on pages (insert pages) in the application booklet. Additional useful 

techniques include: using cross-references in the budget and appendices, providing an acronyms list, and using tables and graphs 

to present information effectively. 

Q3. Can an undergraduate National Resource Center request FLAS fellowships? 

A. Yes. The applicant should keep in mind that meritorious undergraduate students are now eligible to receive FLAS awards. This 

means that applicants must describe in the portion of their application that addresses the FLAS program which students they 

intend to offer their allotted FLAS awards to (undergraduate, graduate, or both), and a description of the competitive application 

process that will be used to select the fellows. The applicant must also ensure that they incorporate the approved eligibility 

requirements into their FLAS competition. 

Q4. Should we describe in the application our Center's "outreach" to institutions and people in other countries?

A. Yes, but not in response to the "Outreach Activities" selection criterion, which asks readers to evaluate the regional and national 

impact of an applicant's domestic activities. To the extent that your Center engages in projects that facilitate overseas study and 

research or professional development opportunities for U.S.-based students and educators, these activities might be relevant in 

addressing other selection criteria.

Q5. Our Center engages in outreach activities. Does that mean that we have fulfilled the Absolute Priority for National Resource 

Centers?

A. Not necessarily. "Outreach activities" include many projects that are not teacher training. To meet the absolute priority, 

applicants must include information that demonstrates the existence, development, and expansion of effective teacher training 

activities. Collaboration with Schools of Education and Local and State Education Agencies are good means by which to address 

this requirement.

Q6. What are Competitive and Invitational Priorities?

A. If an application addresses and meets the competitive preference priorities, additional points are awarded to the application. An 

application that meets the invitational priorities does not receive a competitive or absolute preference over other applications. 

Q7. May more than one Center at an institution submit applications for the NRC/FLAS competition?

A. Yes. It is allowable for more than one Center at an institution to submit applications. Each center’s application is reviewed by 

peer review panels who have the relevant expertise to evaluate each Center’s application. 

Application Content, Page limits

Q8. Are institutions applying for both National Resource Centers and FLAS Fellowship funding permitted a longer page limit than 

institutions applying for a grant under only one program? 

A. No. Narrative page limits are 50 double-spaced, single-sided pages for single institution applications and 60 double-spaced pages 

for consortia applications, regardless of whether they are for undergraduate or comprehensive NRC funding or FLAS fellowships or 

both. Please see the Closing Date Notice.

Q9. Are consortia with more than two members permitted a longer page limit than two-member consortia?

A. No. All consortia must comply with the 60 double-spaced pages for the project narrative.

Q11. Do the four appendices count against the page limit?

A. No. 
61

Application Content, FLAS

Q12. Are undergraduate students eligible to receive FLAS fellowships?

A. Yes. Changes made to Title VI of the Higher Education Act of 1965, as amended (HEA) by the Higher Education Opportunity Act of 

2008 allows for FLAS awards to be given to meritorious undergraduate students who are studying a Less Commonly Taught 

Language (LCTL) – which is defined here as any language other than English, Spanish, German, or French – and who are at the 

intermediate or advanced level of study.

I. Funding / Budget

Q13. How much money should we request for an NRC grant?

A. Your requests should align with the amounts announced in the Federal Register notice.

Q14. What information does US/ED consider when selecting applications for new FY 2014 NRC and FLAS grants? 

A. US/ED considers: (1) the information in each application, (2) the readers’ scores and comments resulting from the peer review of 

the applications, and (3) any other information relevant to a criterion, priority, or other requirement that applies to the selection 

of applications for new grants.

Q15. How will decisions about continuation funding be made?

A. Grantees are required to submit annual performance reports on time to the International Resource Information System (IRIS) 

that describe the projects' accomplishments, GPRA data, and budgetary status. These reports assist IFLE staff in determining 

continuation funding. Although we estimate the funding levels for all four years of the grant at the time of the initial grant award 

notification, the amount of funding received in Years 2, 3 and 4 of the grant might be adjusted, based on several considerations 

such as: (1) timeliness of submitting performance reports, (2) evidence in the reports that you have made substantial progress 

toward meeting original grant objectives, (3) program officers' review and analysis of report data to determine whether the 

project is meeting its intended goals and targets, (4) information from site visits, such as programmatic or fiscal findings, (5) the 

congressional appropriation of funds for the programs, and (6) A-133 audit information that IEPS might receive regarding a 

specific grant.

Successful applicants will receive instructions for submitting electronic performance reports through IRIS soon after their grants 

have been awarded. To view the NRC and FLAS reporting screens, please visit the IRIS web site at:

http://iris.ed.gov/iris/pdfs/NRC.pdf

http://iris.ed.gov/iris/pdfs/FLAS_director.pdf

http://iris.ed.gov/iris/pdfs/FLAS_fellow.pdf

Q16. Is there a matching requirement for the NRC or FLAS program?

A. No. There is no matching requirement for either of the programs. This is why applicants should not include Section B of the ED 

524 form in their applications. If you do and you are recommended for funding, the Center and the host institution will be held 

accountable for the money reflected on that form. This is different, however, from discussing the institutional commitment to the 

proposed project and citing the fiscal and human resources throughout the Project Narrative, for example, including a table to 

show the amount of funds the institution committed to language instruction over a specified time period. 

Q17. Are we allowed to include project evaluation costs in our NRC budget request and is there any limitation on the amount?

A. Including project evaluation costs in the NRC budget is appropriate and allowable. Applications should request an amount that is 

reasonable and justifiable in terms of the overall project scope and total budget request.

II. Application Submission 

Q18. How many copies of an application should we submit?

A. Applicants are required to submit an original application and two copies. The original application stays in the program office and 

the copies are read by the peer review panel. Because each application is evaluated by three reviewers, the program office 

would appreciate receiving a total of one original plus three copies.

Q19. Is an exception ever made for an application postmarked after the closing-date?

A. No. Applications must be submitted in accordance to the Application Transmittal guidelines. There are no exceptions

APPLICATION PROCESSING: (These procedures are described in the Education Department General Administrative Regulations (EDGAR) 

§75.215-236.)
62

Q20. What happens to my application after I have sent it to the US/ED Application Control Center?

A. The Application Control Center processes all applications and then sends them to the IFLE. IFLE program officers screen all 

applications for eligibility, completeness, and application type, world area focus, thematic focus, etc. We then randomly assign all

eligible applications to the expert review panels for the external "peer review" process.

The panels of experts read and score each eligible application. IFLE establishes the funding slate for new FY 2014 grant awards

based on reviewers’ scores and comments. The funding slate is reviewed by various U.S./ED officials, with final approval by the 

Secretary of Education. Once recommendations are approved and Congressional notifications are done, IFLE issues the grant 

award notifications (GANs).

Q21. What happens to my application if US/ED finds it to be ineligible?

A. It is not evaluated. Section 75.216 of EDGAR prohibits US/ED from evaluating an application if it does not meet the program 

eligibility criteria or does not otherwise comply with application requirements. If ineligible, a copy of the application is returned 

to the applicant with a letter explaining why it was not evaluated.

III. Application Evaluation

Q22. Who evaluates the applications submitted for the competition?

A. Each application is evaluated by panels of reviewers, which include experts, from outside US/ED who represent a variety of 

disciplines. The experts are required to use the program statute and regulations, the program selection criteria, and any priorities 

and other requirements that have been published in the Federal Register as guidance in reviewing the applications. The review 

panels provide written comments and scores to support their evaluations about the quality, significance, and impact of the 

proposed project. IFLE provides the reviewers’ comments to all applicants after the competition peer review is over. 

Q23. What criteria do the reviewers use to evaluate an application?

A. Reviewers score each application using the selection criteria published in the Federal Register as part of the program regulations. 

Reviewers use the Technical Review Form that is included at the end of this application to record their comments and scores each 

selection criterion. Reviewers are instructed to use only the published criteria and to base their evaluation strictly on information 

provided in the application.

Q24. How long does it take US/ED to complete the review process?

A. Given the compressed time schedule for the FY 2014 competitions, we anticipate completing the peer reviews in one week and 

then completing the other processes within three weeks.
63

Application Transmittal Instructions

Submission of Paper Applications by Mail:

If you submit your application in paper format by mail (through the U.S. Postal Service or a commercial 

carrier), you must mail the original and two copies of your application, on or before the application 

deadline date, to the Department at the following address:

U.S. Department of Education

Application Control Center

Attention: CFDA Number 84.015A/84.015B 

LBJ Basement Level 1

400 Maryland Avenue, SW

Washington, DC 20202-4260

You must show proof of mailing consisting of one of the following:

(1) A legibly dated U.S. Postal Service postmark.

(2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service.

(3) A dated shipping label, invoice, or receipt from a commercial carrier. 

(4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education.

If you mail your application through the U.S. Postal Service, we do not accept either of the following as 

proof of mailing:

(1) A private metered postmark.

(2) A mail receipt that is not dated by the U.S. Postal Service.

If your application is postmarked after the application deadline date, we will not consider your 

application.

Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this 

method, you should check with your local post office.

Submission of Paper Applications by Hand Delivery:

If you qualify for an exception to the electronic submission requirement, you (or a courier service) may 

deliver your paper application to the Department by hand. You must deliver the original and two copies 

of your application by hand, on or before the application deadline date, to the Department at the following 

address:

U.S. Department of Education

Application Control Center

Attention: (CFDA Number 84.015A/84.015B 

550 12th Street, SW.

Room 7041, Potomac Center Plaza

Washington, DC 20202-4260 

The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., 

Washington, DC time, except Saturdays, Sundays, and Federal holidays.
64

Note for Mail or Hand Delivery of Paper Applications: If you mail or hand deliver your application to 

the Department--

(1) You must indicate on the envelope and--if not provided by the Department--in Item 11 of the SF 424 

the CFDA number, including suffix letter, if any, of the competition under which you are submitting 

your application; and

(2) The Application Control Center will mail to you a notification of receipt of your grant application. If 

you do not receive this notification within 15 business days from the application deadline date, you 

should call the U.S. Department of Education Application Control Center at (202) 245-6288.
65

Applicant Checklist

___ An original application and two copies must include the following:

*Education Department General Administrative Regulations (EDGAR), section 75.109(a) requires an original and 

two copies of its application to the Department. However, IFLE appreciates receiving one original and three copies 

for the three reviewers.

___ Application for Federal Assistance (SF424)

 Be sure that the institution’s correct DUNS number is entered on form SF 424 (item 8c on the SF 424 

form) 

 Signed by the applicant’s authorizing official

___ Department of Education Supplemental Information for SF424

___ Department of Education Budget Information Non-Construction Programs Form –

Section A )

 Indirect cost rate information is provided in the comment section of ED524

___ Detailed line-item budget (costs and descriptions) for each year of the grant

___ Abstract (1 page) 

___ Project Narrative (Response to the selection criteria)

__ World Area Selection Sheet

__ FLAS Eligible Languages Sheet

___ Narrative addressing GEPA Section 427

___ Information to Meet HEA Supplemental Statutory Requirements 

___ Description: Diverse Perspectives and Wide Range of Views in Funded Activities

___ Description: Government Service in Areas of National Need and in Other Employment Sectors

___ Assurances and Certifications

___ Assurances for Non-Construction Programs (SF424B)

___ Lobbying Disclosure Form (SF LLL) (if applicable; refer to instructions)

___ Certification Regarding Lobbying (ED 80-0013)

___ Survey on Ensuring Equal Opportunity for Applicants

___ Appendices: Budget ED 524 Summary A and detailed Budget; Course List; Profiles for Project 

Personnel; Performance Measures Forms

___ A copy of the application has been submitted to the State Single Point of Contact, if applicable
66

INSERT FEDERAL GRANT

ASSURANCES, CERTIFICATIONS, GEPA, FORMS AND INSTRUCTIONS
67

FY 2014 TECHNICAL REVIEW FORM

July 7- 11, 2014

HEA TITLE VI NATIONAL RESOURCE CENTERS AND 

FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS

CFDA No. 84.015(A & B)

WORLD AREA: RATING SCALE

If total points are: 5 10 15 20 25

Outstanding 5 10 15 20 25

PR Number(s) and Applicant Institution: Very Good 4 8 12 16 20

Good 3 6 9 12 15

Average 2 4 6 8 10

Poor 1 2 3 4 5

Unacceptable or 0 0 0 0 0

 not described

Evaluation Criteria Max Points Rating Summary

Comprehensive Undergraduat

e

FLAS

NRC FLAS NRC NRC Fellowships

1. Commitment to the Subject Area 10 10 0 0 0

2. Quality of Curriculum Design 10 20 0 0 0

3. Quality of the Applicant's Non-Language Instructional Program 20 20 0 0 0

4. Quality of the Applicant's Language Instructional Program 20 20 0 0 0

5. Strength of Library 10 10 0 0 0

6. Quality of Staff Resources 15 15 0 0 0

7. Outreach Activities 20 0 0 0 N/A

8. Program Planning and Budget 25 0 0 0 N/A

9. Impact and Evaluation 30 25 0 0 0

10. FLAS Awardee Selection Procedures 0 15 N/A N/A 0

11. Competitive Priorities 0 5 0 0 0

160 140

TOTAL: 0 0 0

General Comments: (continue on last page)

Reviewed by: Date:
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

1. Commitment to the Subject Area 10 10 10

 on Which the Applicant Focuses

A

.

A. For all applicants, to what extent does the institution provide financial 

and other support to:

- (for all applicants) the operation of the applicant's center or program, (10 pts) (10 pts) (5 pts)

- (for all applicants) teaching staff for the applicant's subject area,

- (for all applicants) library resources for the applicant's subject area,

- (for all applicants) linkages with institutions abroad,

- (for NRC applicants only) center outreach activities, and

- (for NRC applicants only) qualified students in fields related to the center's program?

B

.

B. For FLAS applicants only, to what extent does the institution 

provide financial support to students in fields related to the applicant's 

teaching program?

(5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

2. Quality of Curriculum Design 10 10 20

 

A. For all NRC applicants, to what extent has undergraduate 

instruction in the applicant’s area or topic of specialization 

been incorporated into baccalaureate degree programs (for 

example, major, minor, or certificate programs) in the 

applicant’s subject area?

 (5 pts) (5 pts) 

 

For all NRC applicants, to what extent are the requirements (including language requirements) appropriate for a center in 

this subject area and will they result in an undergraduate training program of high quality?

For comprehensive NRC applicants only, to what extent does the applicant’s curriculum provide training options for 

graduate students from a variety of disciplines and professional fields?

For comprehensive NRC applicants only, to what extent are the graduate student training options and requirements 

(including language requirements) appropriate for an applicant in this subject area and do they result in graduate training 

programs of high quality?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

2. Quality of Curriculum Design (continued)

For FLAS applicants, to what extent does the applicant’s curriculum 

provide training options for students from a variety of disciplines 

and professional fields, and to what extent are these programs and 

their requirements appropriate for an applicant in the subject area

and result in training programs of high quality?

 (5 pts)

B. For all applicants, to what extent does the applicant provide 

academic and career advising for students?

 (5 pts) (5 pts) (15 pts)

For all applicants, to what extent has the applicant established formal arrangements for students to conduct 

research or study abroad and to what extent do students use these arrangements?

For all applicants, to what extent does the institution facilitate student access to other institutions’ study abroad and 

summer language programs?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

3. Quality of the Applicant's Non-Language 20 20 20

 Instructional Program

A. For all applicants, what is the quality and extent of the 

center’s course offerings in a variety of disciplines?

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent are courses in the applicant’s subject matter available in the institution’s professional 

schools? 

 

B. For all applicants, to what extent does the applicant offer 

depth of specialized course coverage in one or more 

disciplines of the applicant’s subject area? 

 (5 pts) (5 pts) (5 pts)

C. For all applicants, to what extent are interdisciplinary 

courses offered for students?

 (5 pts) (5 pts) (5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

3. Quality of the Applicant’s Non-Language Instructional Program (continued) 

D. For all applicants, are sufficient numbers of non-language 

faculty available to enable the center to carry-out its 

purposes?

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent are instructional assistants provided with pedagogy training?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

4. Quality of the Applicant's Language 20 20 20

 Instructional Program AWARDED POINTS

A. For all applicants, to what extent does the applicant 

provide instruction in the languages of the applicant’s 

subject area?

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent do students enroll in the study of the languages of the subject area through programs or 

instruction offered by the applicant or other providers?

B. For all applicants, To what extent does the applicant 

provide three or more levels of language training?

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent are courses in disciplines other than language, linguistics, and literature offered in 

appropriate foreign languages?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

4. Quality of the Applicant’s Language Instructional Program (continued)

C. For all applicants, are sufficient numbers of language 

faculty available to teach the languages and levels of 

instruction described in the application (narrative and 

course list)? 

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent have language teaching staff (faculty and instruction assistants) been exposed to current 

language pedagogy training appropriate for performance-based teaching?

D. For all applicants, what is the quality of the language 

program as measured by:

 (5 pts) (5 pts) (5 pts)

- for all applicants, the performance-based instruction being used or developed,

- for all applicants, the adequacy of resources for language teaching and practice, and

- for all applicants, language proficiency requirements?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

5. Strength of Library 10 10 10

AWARDED POINTS

A. For all applicants, what is the strength of the institution’s 

library holdings (both print and non-print, English and foreign 

language) in the applicant’s subject area for the educational 

levels the applicant serves (e.g. graduate, professional 

undergraduate)?

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent does the institution provide financial support for library acquisitions and for library staff in 

the applicant’s subject area?

B. For all applicants, to what extent are research materials at 

other institutions available to students through cooperative 

arrangements with other libraries or online databases?

 (5 pts) (5 pts) (5 pts)

For NRC applicants only, to what extent are teachers, students, and faculty from other institutions able to access the 

library’s holdings?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

6. Quality of Staff Resources 15 15 15

AWARDED POINTS

0 0 0

A. For all applicants, to what extent are the teaching faculty and 

other professional staff members qualified for the current 

and proposed center activities and training programs?

 (5 pts) (5 pts) (5 pts)

For all applicants, to what extent are professional development opportunities, including overseas experience, provided for 

faculty and staff?

For all applicants, to what extent do the teaching faculty and other staff participate in the teaching, supervision, and 

advising of students?

B. For all applicants, how adequate are the applicant staffing 

and oversight arrangements, and to what extent are 

faculty from a variety of departments, professional 

schools, and the library involved?

 (5 pts) (5 pts) (5 pts)

For NRC applicants only, how adequate are the staffing and oversight arrangements for the center’s administration and 

outreach activities?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

6. Quality of Staff Resources (continued)

C. For all applicants, to what extent does the applicant, as part 

of its nondiscriminatory employment practices, encourage 

applications for employment from persons who are members 

of groups that have been traditionally underrepresented, such 

as members of racial or ethnic minority groups, women, 

persons with disabilities, and the elderly? 

 (5 pts) (5 pts) (5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

7. Outreach Activities 20 20 0

AWARDED POINTS

0 0 0

For all NRC applicants, for domestic outreach activities in the following categories, to what extent does the applicant 

demonstrate:

 (a) a significant and measurable regional and national impact, and 

 (b) faculty and professional school involvement?

- elementary and secondary schools

 (10 pts) (10 pts) 

-for all NRC applicants, postsecondary institutions

 (5 pts) (5 pts) 

-business, media, and the general public

 (5 pts) (5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

8. Program Planning and Budget 25 25 0

AWARDED POINTS

0 0 N/A

A. For all NRC applicants, are the activities for which the 

applicant seeks funding of high quality and directly related 

to the purpose of the National Resource Centers program?

 (5 pts) (5 pts)

B. For all NRC applicants, to what extent does the applicant 

provide a development plan or timeline which 

demonstrates how the proposed activities will contribute to 

a strengthened program by the end of the grant period?

 (10 pts) (10 pts) 

For all NRC applicants, does the applicant provide a plan that demonstrates how it will use its resources and personnel 

effectively to achieve the proposed objective?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

8. Program Planning and Budget (continued)

C. For all NRC applicants, are the costs of the proposed 

activities reasonable in relation to the objectives of the 

program?

 (5 pts) (5 pts)

D. For comprehensive NRC applicants, what kind of long-term 

impact will the activities (for which funds are requested) 

have on the institution’s undergraduate, graduate, and 

professional training programs?

 (5 pts)

E. For undergraduate NRC applicants, what kind of long-term 

impact will the activities (for which the funds are requested) 

have on the institution’s undergraduate training program? 

 (5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

9. Impact and Evaluation 30 30 25

AWARDED POINTS

0 0 0

A. For all NRC applicants, to what extent do the center’s 

activities and training programs have a significant impact on 

the university, community, region and the nation as shown 

through indices such as enrollments, graduate placement 

data, participation rates for events, and usage of center 

resources?

 (5 pts) (5 pts)

For undergraduate NRC applicants, to what extent do students matriculate into advance language and area or international 

studies programs or related professional programs?

B. For all applicants, to what extent will provisions be made for 

equal access and treatment for eligible students and other 

participants who are members of groups that have been 

traditionally under-represented (such as members of racial or 

ethnic minority groups, women, persons with disabilities, and the 

elderly)?

 (5 pts) (5 pts) (5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

9. Impact and Evaluation (continued)

C. For all applicants, does the applicant provide an 

evaluation plan that is comprehensive and objective and 

that will produce quantifiable, outcome-measure-oriented 

data?

 (15 pts) (15 pts) (5 pts)

For all applicants, to what extent have recent evaluations been used by the applicant to improve its program?

D. For FLAS applicants, to what extent have the applicant’s 

activities and training programs contributed to an 

improved supply of specialists on the program’s subject 

as shown through indicies such as undergraduate and

graduate enrollments and placement data?

 (10 pts)

E. For all NRC applicants, to what degree do activities of the 

center address national needs, and generate information 

for and disseminate information to the public?

 (5 pts) (5 pts)
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

For all NRC applicants, what is the center’s record of placing students into post graduate employment, education, or 

training in areas of national need and the center’s stated efforts to increase the number of such students that go into such 

placements?

9. Impact and Evaluation (continued)

F. For FLAS applicants, to what degree are fellowships 

awarded by the applicant addressing national needs?

 (5 pts)

For FLAS applicants, what is the applicant’s record of placing students into post-graduate employment, education or 

training in areas of national need and the applicant’s stated efforts to increase the number of such students that go into 

such placements?
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

10. FLAS Awardee Selection Procedures 0 0 15

AWARDED POINTS

N/A N/A 0

A. For FLAS applicants, does the applicant provide a 

selection plan of high quality that describes:

 (5 pts)

-how awards will be advertised,

-when each step in the selection process will take place,

-how the process will result in awards being made to correspond to any announced priorities, 

B. For FLAS applicants, does the applicant provide a 

selection plan of high quality that describes:

 (5 pts) 

-how students apply for awards,
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

FLAS awardee selection procedures (continued)

C. For FLAS applicants, does the applicant provide a 

selection plan of high quality that describe: 

 (5 pts)

-who selects the fellows,

-what selection criteria are used,
Evaluation Criteria Comp NRC UG NRC FLAS 

Rating Scale

If total 

points 

are:

Outstanding Very 

Good Good Average Poor

Unacceptable 

or not 

described

5 5 4 3 2 1 0

10 10 8 6 4 2 0

15 15 12 9 6 3 0

20 20 16 12 8 4 0

25 25 20 15 10 5 0

POSSIBLE POINTS

11. Competitive Priorities 0 0 5

(applicable only when announced in the closing date notice) AWARDED POINTS

For FLAS applicants, does the applicant serve the

Competitive Priority announced? 

 (5 pts)