Federal Register / Vol. 89, No. 18 / Friday, January 26, 2024 / Notices 5219 

Register on October 6, 2022, 87 FR 

60713. 

DoD SORNs have been published in 

the Federal Register and are available 

from the address in FOR FURTHER

INFORMATION CONTACT or at the Privacy 

and Civil Liberties Directorate website 

at https://dpcld.defense.gov. 

II. Privacy Act 

Under the Privacy Act, a ‘‘system of 

records’’ is a group of records under the 

control of an agency from which 

information is retrieved by the name of 

an individual or by some identifying 

number, symbol, or other identifying 

particular assigned to the individual. In 

the Privacy Act, an individual is defined 

as a U.S. citizen or alien lawfully 

admitted for permanent residence. 

In accordance with 5 U.S.C. 552a(r) 

and Office of Management and Budget 

(OMB) Circular No. A–108, DoD has 

provided a report of this SORN bulk 

rescindment to OMB and Congress. 

System name Number History 

(a) Performance File ................................................................ MJA00018 ........... August 3, 1993, 58 FR 41257. 

(b) Courts-Martial Information .................................................. N05814–3 ............ January 8, 2001, 66 FR 1325. 

(c) Article 69(b) Petitions ......................................................... N05814–4 ............ January 8, 2001, 66 FR 1326. 

(d) Article 73 Petitions for New Trial ........................................ N05814–5 ............ January 8, 2001, 66 FR 1327. 

(e) Appellate Case Tracking System (ACTS) .......................... N05814–6 ............ June 8, 1999, 64 FR 30498. 

(f) Claims Records ................................................................... F051 AFJA J ....... December 31, 2008, 73 FR 80377. 

(g) Admiralty Claims Files ........................................................ N05880–2 ............ December 6, 2013, 78 FR 73512; May 9, 2003, 68 FR 

24971. 

(h) NAVSEA Radiation Injury Claim Records .......................... N05890–8 ............ February 22, 1993, 58 FR 10788. 

(i) Accounts Receivable, Indebtedness and Claims ................ LDIA 0900 ........... November 15, 2013, 78 FR 68828; May 3, 2012, 77 FR 

26257; August 10, 2011, 76 FR 49457. 

(j) Privacy and Civil Liberties Complaint Reporting System .... CIG–29 ................ May 5, 2014, 79 FR 25586. 

(k) Privacy and Civil Liberties Case Management Records .... LDIA 12–0002 ..... September 17, 2012, 77 FR 57078. 

(l) Exchange Retail Sales Transaction Data ........................... AAFES 0207.02 .. March 18, 2016, 81 FR 14839; August 28, 2006, 71 FR 

50900. 

(m) Accounts Receivable Files ................................................ AAFES 0702.34 .. November 4, 1999, 64 FR 60179. 

(n) AAFES Customer Service .................................................. AAFES 1609.02 .. August 28, 2006, 71 FR 50898. 

(o) AAFES Catalog System ..................................................... AAFES 1609.03 .. December 14, 2015, 80 FR 77330; August 9, 1996, 61 FR 

41593. 

(p) Bad Checks and Indebtedness List ................................... N04066–1 ............ September 22, 2006, 71 FR 55445. 

(q) NEXCOM Layaway Sales Records .................................... N04066–3 ............ April 30, 2008, 73 FR 23446. 

(r) NEXCOM Direct Mail List/Patron Profile ............................. N04066–5 ............ September 9, 1996, 61 FR 47491. 

(s) Commissary Retail Sales Transaction Data ....................... Z0035–01 ............ January 6, 2015, 80 FR 497; May 24, 2013, 78 FR 31528; 

December 28, 2007, 72 FR 73782. 

(t) Counterintelligence Issues Database (CII–DB) ................... V5–04 .................. January 29, 2013; 78 FR 6077; August 17, 1999, 64 FR 

44710. 

(u) Grievance and Appeals Files ............................................. RDCAA 358.3 ..... December 31, 2012, 77 FR 77048; November 20, 1997, 62 

FR 62012. 

(v) DoD National Capital Region Mass Transportation Benefit 

Program.

DWHS D01 ......... February 25, 2016, 81 FR 9462; October 27, 2015, 80 FR 

65724; December 9, 2011, 76 FR 76959. 

(w) Student Information Files ................................................... LDIA 011 ............. August 5, 2013, 78 FR 47308; May 11, 2010; 75 FR 26201. 

Dated: January 22, 2024. 

Aaron T. Siegel, 

Alternate OSD Federal Register Liaison 

Officer, Department of Defense. 

[FR Doc. 2024–01553 Filed 1–25–24; 8:45 am] 

BILLING CODE 6001–FR–P 

DEPARTMENT OF EDUCATION 

[Docket ID ED—2023—OPE—0205] 

Request for Information Regarding 

Mental Health and Substance Use 

Disorder Needs in Higher Education 

AGENCY: Office of Postsecondary 

Education, U.S. Department of 

Education. 

ACTION: Request for information. 

SUMMARY: The U.S. Department of 

Education (Department) is requesting 

information in the form of written 

comments that may include 

information, research, and suggestions 

regarding supporting student mental 

health and/or substance use disorder 

(behavioral health) needs in higher 

education. The Office of Postsecondary 

Education solicits these comments: to 

identify examples of what has been 

effective in addressing college student 

mental health and substance use 

disorder needs; to learn how institutions 

of higher education (IHEs) have 

transformed their campus cultures and 

created campus-wide, inclusive 

strategies to provide support; to identify 

how State higher education agencies 

have supported college behavioral 

health; to better understand potential 

challenges institutions are facing in the 

design and implementation of solutions; 

and, ultimately, to inform future work 

from the Department. 

DATES: We must receive your comments 

on or before February 25, 2024. 

ADDRESSES: Submit your comments 

through the Federal eRulemaking Portal. 

We will not accept comments submitted 

by hand delivery, fax, or by email or 

those submitted after the comment 

period. To ensure that we do not receive 

duplicate copies, please submit your 

comments only once. In addition, please 

include the Docket ID at the top of your 

comments. 

• Federal eRulemaking Portal: Go to 

www.regulations.gov to submit your 

comments electronically. Information 

on using Regulations.gov, including 

instructions for accessing agency 

documents, submitting comments, and 

viewing the docket, is available on the 

site under ‘‘FAQ.’’ 

• Postal Mail or Commercial Delivery: 

If you do not have internet access or 

electronic submission is not possible, 

you may mail written comments to the 

Office of the Under Secretary, U.S. 

Department of Education, 400 Maryland 

Avenue SW, Room 7E307, Washington, 

DC 20202. Mailed comments must be 

postmarked by February 25, 2024, to be 

accepted. 

Privacy Note: The Department’s 

policy is to make all comments received 

from members of the public available for 

public viewing in their entirety on the 

Federal eRulemaking Portal at 


lotter on DSK11XQN23PROD with NOTICES1
5220 Federal Register / Vol. 89, No. 18 / Friday, January 26, 2024 / Notices 

1https://www.cdc.gov/injury/wisqars/index.html. 2https://www.sciencedirect.com/science/article/ 

abs/pii/S1054139X1930254X?via%3Dihub. 3https://healthymindsnetwork.org/wp-content/ 

uploads/2021/09/HMS_national_winter_2021.pdf. 4https://healthymindsnetwork.org/wp-content/ 

uploads/2023/03/HMS_national_print-6-1.pdf. 

5https://public.websites.umich.edu/∼daneis/ 

papers/MHacademics.pdf. 

6https://healthymindsnetwork.org/wp-content/ 

uploads/2021/09/HMS_national_winter_2021.pdf. 

7https://www.samhsa.gov/data/sites/default/ 

files/reports/rpt42728/NSDUHDetailedTabs2022/

NSDUHDetailedTabs2022/NSDUHDetTabs

Sect5pe2022.htm. 

8https://www.acenet.edu/Research-Insights/ 

Pages/Pulse-Point-Surveys.aspx. 

9https://www2.ed.gov/documents/coronavirus/ 

reopening-3.pdf. 

www.regulations.gov. Therefore, 

commenters should be careful to 

include in their comments only 

information that they wish to make 

publicly available. 

This is a request for information only. 

This RFI is not a request for proposals 

(RFP) or a promise to issue an RFP or 

a notice inviting applications. This RFI 

does not commit the Department to 

contract for any supply or service 

whatsoever. Further, we are not seeking 

proposals and will not accept 

unsolicited proposals. The Department 

will not pay for any information or 

administrative costs that you may incur 

in responding to this RFI. The 

documents and information submitted 

in response to this RFI become the 

property of the U.S. Government and 

will not be returned. 

FOR FURTHER INFORMATION CONTACT: 

Jessica Bowen Gall, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4C212, Washington, DC 20202. 

Telephone: (202) 453–5573. Email: 

jessica.gall@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

I. Background 

The need for mental health support 

has been on the rise across the country 

over the past two decades. In addition 

to rising rates of depression and anxiety, 

suicide is the second leading cause of 

death among 10–14- and 20–34-yearolds.1

For example, even before the COVID– 

19 pandemic, IHEs across the country 

were seeing an increase in depression 

and anxiety among young people and, 

unfortunately, an increase in suicide 

ideation, suicide attempts, and 

suicides.2 The COVID–19 pandemic 

only exacerbated these trends with a 

disproportionate impact on minoritized 

groups. In the Healthy Minds Data 

Report for 2021 Winter/Spring, among 

currently enrolled college students over 

the age of 18, 41 percent of students 

reported experiencing any depression, 

and 34 percent of students reported 

experiencing any anxiety.3 In the 2021– 

22 updated Healthy Minds Data Report, 

those numbers increased: 44 percent of 

students reported experiencing any 

depression, and 37 percent of students 

reported experiencing any anxiety.4

These data show that rates of anxiety 

and depression continued to increase 

during the pandemic. Moreover, 

research indicates that unmet mental 

health needs for students during college 

are associated with adverse student 

outcomes, including a low GPA and an 

increased likelihood of dropping out.5

Some college students may also 

experience issues with substance 

misuse or suffer from substance use 

disorders. The updated Healthy Minds 

Data Report also revealed that 28 

percent of surveyed students reported 

engaging in binge drinking more than 

once in the past two weeks and 20 

percent reported using marijuana in the 

last 30 days.6 Additionally, according to 

data from the Substance Abuse and 

Mental Health Services 

Administration’s (SAMHSA’s) 2022 

National Survey on Drug Use and 

Health, the prevalence of substance use 

disorders involving either drugs or 

alcohol in 18- to 25-year olds is 

approximately 28 percent.7

College presidents have taken note of 

the need for increased mental health 

support. In American Council on 

Education (ACE) Pulse Point surveys 

throughout 2021, over 70 percent of 

college presidents indicated that student 

mental health was one of their top three 

concerns, an increase of more than 30 

percentage points from April 2020.8

Even after the end of the COVID–19 

pandemic, mental health needs persist 

alongside many of the same barriers 

students and institutions faced prior to 

the pandemic. 

The Department and the Biden-Harris 

Administration have long been focused 

on promoting behavioral health 

supports at both the K–12 and 

postsecondary levels as an integral 

strategy to supporting student overall 

well-being and success.9 The 

Department’s focus on this issue 

includes providing guidance and 

resources to institutions to help support 

them in addressing student mental 

health and substance use disorder 

needs. 

The Department is also committed to 

taking additional steps to support 

institutions in addressing students’ 

mental health and substance use 

disorder needs. One component of that 

work is to learn from those who have 

long engaged in addressing these needs 

and improving access, services, and 

outcomes to determine what is working, 

identify any gaps or unmet needs, and 

highlight opportunities for the 

Department and other agencies to be a 

beneficial partner. We want to work 

alongside IHEs, State higher education 

agencies, other Federal agencies, and 

experts to ensure students and 

institutions have the necessary 

knowledge and resources to select and 

implement easily accessible and 

effective interventions. We also want to 

ensure that institutions are connected to 

evidence-based solutions and peer 

institutions and can help build the base 

of what works both for entire campuses 

and for specific settings and high-need 

populations. 

II. Solicitation of Comments: Helping 

Institutions Address Student Mental 

Health and Substance Use Disorder 

Needs 

To help inform the agency’s role in 

supporting institutions in addressing 

mental health and substance use 

disorder needs, the Department is 

seeking input from the public. The 

deadline for these submissions is 

February 25, 2024. The Department 

encourages comments from IHEs, 

students, researchers, policy experts, 

academics, behavioral health 

professionals, other individuals familiar 

with identifying and addressing mental 

health and substance use disorder needs 

in higher education settings, 

organizations that work directly with 

institutions to counsel them in 

providing easily accessible, effective 

and inclusive behavioral health support 

and selecting interventions, State higher 

education executive officers, State 

higher education agencies and systems, 

and other members of the public. 

The Department seeks responses and 

supporting evidence to the specific 

questions below, as well as comments 

and supporting evidence on the 

identified general concepts and topics 

related to addressing mental health and 

substance use disorder needs in 

postsecondary education settings. When 

responding to this RFI, please address 

one or more of the following questions: 

Successful Interventions 

1. What metrics have you used to 

define success in supporting behavioral 

health (mental health and/or substance 

use disorders) for all students? 

2. Does your institution (or the 

institution you support or attend) have 

a school-wide mental health and wellbeing strategy (a universal prevention 

strategy)? If so, please describe this 


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Federal Register / Vol. 89, No. 18 / Friday, January 26, 2024 / Notices 5221 

10https://www.samhsa.gov/resource/ebp/ 

prevention-treatment-anxiety-college-students. 

strategy. To what extent were/are 

students engaged as partners in the 

design and implementation of these 

strategies? 

3. How do you conduct universal 

assessments of your student body (or 

support institutions in their 

assessments) to determine their 

behavioral health needs? 

4. In what ways is your assessment 

inclusive of diverse student 

populations, including culturally and 

linguistically inclusive and identity-safe 

practices? 

5. What strategies or interventions do 

you believe have most improved 

behavioral health outcomes among 

students on your campus or the 

campuses you support, including 

systems-level interventions, population 

level interventions, interventions for 

high-risk students, or clinical 

interventions for students with mental 

health disorders? Please provide any 

accompanying evidence that informs 

your belief (e.g., summaries of local 

outcomes data, locally conducted 

evaluation studies). Please also share 

the campus or external resources (e.g., 

outside funding, digital mental health 

applications) that were necessary for 

implementation, including whether 

cost-sharing by the student was 

necessary (for example, from copayments made by the student or billing 

the student’s insurance). 

6. What steps have you taken to help 

ensure that all students are aware of, 

and can easily access (including in ways 

that protect their privacy), mental health 

and substance use disorder supports? 

What steps have you taken to educate 

and train relevant staff (e.g., faculty, 

coaches, housing/resident directors) 

about student behavioral health 

supports? How have you tailored 

outreach activities to meet the specific 

needs of particular student populations? 

7. What steps have you taken to 

encourage students to seek mental 

health and substance use disorder 

supports, including any specific 

activities to address stigma? For 

students, what barriers or fears do you 

or your peers have with engaging with 

behavioral health treatment at your 

institution and to what extent, if any, 

has your institution sought to address 

these fears and barriers? 

8. What steps have you or the 

institutions you support taken to tailor 

behavioral health interventions to the 

specific needs of particular student 

populations, including students from 

underserved communities and primarily 

off-campus populations, if applicable? 

What evidence (e.g., summaries of local 

outcomes data, locally conducted 

evaluation studies) suggests these 

interventions are effective? If not 

already provided above, please consider 

including any evidence here. 

9. What actions or partnerships have 

you formed (or helped institutions form) 

(e.g., with parents/guardians, law 

enforcement to prevent unintentional 

harm to students in distress) to ensure 

continuity of care for students with 

mental health disorders as they 

transition to, between, and from college? 

What steps have you taken to involve 

parents/guardians in the event of an 

emergent behavioral health concern? 

Have you encountered challenges (for 

example, privacy concerns or other 

challenges/barriers) or developed 

successful strategies to engage parents/ 

guardians to ensure continuity of care 

and services for students entering with 

behavioral health disorders, or those 

with previously undetected, 

undertreated, or untreated behavioral 

health concerns? 

10. How is your institution ensuring 

that college students have access to 

health insurance and access to 

comprehensive behavioral health care? 

11. What steps have you taken to 

ensure that students with mental health 

disabilities receive academic 

accommodations and other reasonable 

modifications under the Americans with 

Disabilities Act of 1990 and section 504 

of the Rehabilitation Act of 1973 to give 

them each a meaningful opportunity to 

participate in and benefit from the 

school’s academic and non-academic 

programs? How have you integrated 

your disability services offices into 

initiatives to develop strategies to meet 

the mental health needs of students on 

your campus? What steps have you 

taken to address any bias—by 

professors, staff, or other students— 

against students with mental health 

disabilities? 

12. What kinds of trauma-focused 

services or supports are you providing 

to students who may have experienced 

trauma? 

13. What efforts have you taken to 

develop, enhance, or implement suicide 

prevention and postvention plans? 

Which of these efforts do you believe 

have been most strongly associated with 

reductions in suicide attempts and 

completions on your campus (or the 

campuses you support)? Please provide 

any accompanying evidence that 

informs your belief (e.g., summaries of 

local outcomes data, locally conducted 

evaluation studies). What is the process 

of connecting students to on and offcampus suicide prevention/postvention 

supports? 

14. If applicable, please describe if 

your IHE or an IHE you support has 

received a Garrett Lee Smith Campus 

Suicide Prevention Grant from 

SAMHSA, please describe how these 

funds have been used to support suicide 

prevention efforts. 

15. How have you provided supports 

for the mental health of your faculty, 

staff, graduate students, and postdoctoral students? Please describe any 

prevention strategies, assessment 

approaches, and interventions and how 

these supports addressed unique 

workforce challenges that emerged as a 

result of the COVID–19 pandemic? What 

evidence (e.g., summaries of local 

outcomes data, locally conducted 

evaluation studies) suggests these 

practices are effective? 

16. What has your institution (or the 

institutions you support) done to ensure 

students have access to qualified and 

well-resourced mental health and 

substance use disorder professionals? 

What has been effective in addressing 

any challenges with hiring, developing, 

and retaining these professionals, 

including increasing the diversity of 

professionals? 

17. What steps have you (or 

institutions you support or attend) taken 

to decrease wait times for counseling 

centers and other available on-campus 

treatment options and services? Please 

provide any accompanying evidence 

including baseline data. 

18. What kinds of peer support related 

to behavioral health, if any, have you 

implemented on your campus? 

19. What role has your State played in 

helping to address mental health and 

substance use disorder needs on your 

campus, including through introducing 

and/or passing legislation, increasing 

funding, and engaging in State-wide 

initiatives? 

Choosing and Implementing 

Interventions 

20. What resources (e.g., financial, 

staffing, technical) have you found to be 

most helpful in choosing and 

implementing evidence-based strategies 

to address mental health and substance 

use disorder needs on your campus (or 

the campuses you support)? For 

example, have you utilized SAMHSA’s 

Evidence-based Guidebook ‘‘Prevention 

and Treatment of Anxiety, Depression, 

and Suicidal Thoughts and Behaviors 

Among College Students’’? 10

21. What support would be helpful in 

choosing and implementing strategies to 

address behavioral health needs on your 

campus? 

22. Reflecting on the challenges 

presented by the COVID–19 pandemic, 

how has your institution adapted or 


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5222 Federal Register / Vol. 89, No. 18 / Friday, January 26, 2024 / Notices 

refined its pandemic preparedness 

strategies to specifically address the 

mental health and well-being of 

students? 

Role of the Department 

23. How can the Department best 

support ongoing efforts inclusive and 

exclusive of additional funding? What 

are the preferred methods for 

collaboration and sustainable 

partnerships between the Department 

and behavioral health experts? 

24. What unmet needs remain and 

what barriers have institutions 

encountered in providing mental health 

and substance use disorder supports for 

their students? How can the Department 

assist in helping to meet these needs 

and overcome barriers? 

25. Are there any resources you 

would like the Department to provide? 

26. If the Department were to hold a 

convening or other event, what specific 

topics or information would be most 

helpful to include in supporting 

institutions and the work of the field? 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document in an accessible format. 

The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site, you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF). To use PDF, you must 

have Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Nasser H. Paydar, 

Assistant Secretary for Postsecondary 

Education. 

[FR Doc. 2024–01605 Filed 1–25–24; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

American Overseas Research Centers 

Program 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for fiscal year (FY) 2024 for the 

American Overseas Research Centers 

(AORC) program, Assistance Listing 

Number 84.274A. This notice relates to 

the approved information collection 

under OMB control number 1840–0006. 

DATES:

Applications Available: January 26, 

2024. 

Pre-Application Webinar Information: 

The Department will hold a preapplication webinar for prospective 

applicants. Detailed information 

regarding the webinar, including date 

and time, will be provided on the 

website for the AORC program at 

https://www2.ed.gov/programs/ 

iegpsaorc/applicant.html. 

Additionally, for prospective 

applicants that have never received a 

grant from the Department and those 

that are interested in learning more 

about the process, please review the 

grant funding basics resource at https:// 

www2.ed.gov/documents/funding-101/ 

funding-101-basics.pdf. 

Deadline for Transmittal of 

Applications: March 26, 2024. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 7, 2022 

(87 FR 75045) and available at 

www.federalregister.gov/documents/ 

2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. Please note that these 

Common Instructions supersede the 

version published on December 27, 

2021. 

FOR FURTHER INFORMATION CONTACT: 

Cheryl E. Gibbs, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5C103, Lyndon Baines Johnson 

(LBJ) Building, Washington, DC 20202. 

Telephone: (202) 453–5690. Email: 

cheryl.gibbs@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The AORC 

program provides grants to consortia of 

institutions of higher education (IHEs) 

in the United States to establish or 

operate an overseas research center 

(Center) to promote postgraduate 

research, exchanges, and area studies. 

AORC grants may be used for all or a 

portion of the costs to operate and 

maintain the overseas Center; organize 

and manage conferences; develop or 

acquire teaching and research materials; 

acquire or preserve library collections; 

bring scholars and faculty to the Center 

to teach or conduct research; support 

the salaries for Center staff and visiting 

faculty and professional development 

stipends and fellowships; pay the travel 

costs for Center staff and project 

participants; and to publish and 

disseminate materials for the academic 

community and the public. 

Priorities: Under this competition we 

are particularly interested in 

applications that address the following 

priorities. 

Invitational Priorities: For FY 2024 

and any subsequent year in which we 

make awards from the list of unfunded 

applications from this competition, 

these priorities are invitational 

priorities. 

Under 34 CFR 75.105(c)(1), we do not 

give an application that meets these 

invitational priorities a competitive or 

an absolute preference over other 

applications. 

These priorities are: 

Invitational Priority 1—Professional 

Development Opportunities for 

Participants from Community Colleges, 

Historically Black Colleges and 

Universities, and Minority Serving 

Institutions. 

Projects that provide professional 

development opportunities to 

participants from community colleges, 

Historically Black Colleges and 

Universities, and Minority-Serving 

Institutions. The opportunities may be 

provided domestically or overseas and 

may include curriculum development 

workshops to create new courses or to 

incorporate global content and 

competencies into existing courses, 

language instructional programs for the 

beginning to advanced levels, or 

participation in academic conferences 

relevant to the Center’s focus. 

For the purpose of this invitational 

priority— 

Community college means ‘‘junior or 

community college’’ as defined in 

section 312(f) of the Higher Education 

Act of 1965, as amended (HEA) (20 

U.S.C. 1058(f)); or an ‘‘institution of 


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