U.S.	DEPARTMENT	OF	EDUCATION

Office	of	Postsecondary	Education	

Washington,	DC		20006-8510

Fiscal	Year	2014

APPLICATION	FOR	GRANTS	

UNDER	THE	

UNDERGRADUATE	INTERNATIONAL	STUDIES	

AND	FOREIGN	LANGUAGE	PROGRAM	

(CFDA	NUMBER:		84.016A)

Form	Approved

OMB	No.	1840-0796, Exp. Date: TBD

DATED	MATERIAL	– OPEN	IMMEDIATELY

CLOSING	DATE:	 TBA
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Table	of	Contents

										Page

Program-Specific	Instructions	and	Forms

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

Competition	Highlights	.......................................................................................................................

Introduction	to	Program	 ....................................................................................................................

Supplemental	Information .................................................................................................................

Federal	Register	Notice .............................................................................................Place	Holder	

Authorizing	Legislation		 .....................................................................................................................

Code	of	Federal	Regulations ..............................................................................................................

Program	Profile Form ..........................................................................................................................

Supplemental	Information	Form	 ....................................................................................................

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

Instructions	for	Completing	the	UISFL	Application	Package		..............................................

Instructions	for	Project	Narrative ...................................................................................................

Guidance	on	Developing	an	Evaluation	Plan.............................................................

Instructions	for	Budget	Summary	Form	&	Itemized	Line	Item	Budget............................

UISFL	Program	FY	2014 Application	Checklist..........................................................................

Paperwork	Burden	Statement..........................................................................................................

STANDARD	INSTRUCTIONS	AND	FORMS	(http://www.grants.gov)	

Grants.gov	Submission	Tips

Application	Transmittal	Instructions

Application	for	Federal	Assistance	(SF	424)

Supplemental	Information	Required	for	Department	of	Education

Assurances	– Non-Construction	Programs	(SF	424B)

U.S.	Department	of	Education	Budget	Information	Non-Construction	Programs

					Section	A	– Budget	Summary	(ED	524)

					Section	B	– Budget	Summary	Non-Federal	Funds	(ED	524)

Grants.gov	Lobbying	Form	(formerly	ED	80-0013)

Disclosure	of	Lobbying	Activities	(SF	LLL)
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Dear	Applicant:

Thank	you	for	your	interest	in	applying	for	a	Fiscal	Year	(FY)	2014 grant	under	the	

Undergraduate	International	Studies	and	Foreign	Language	(UISFL)	program.		The	

program	provides	grants	to	institutions	of	higher	education,	consortia	of	institutions	of	

higher	education,	partnerships	between	nonprofit	educational	organizations	and	

institutions	of	higher	education,	and	public	and	private	nonprofit	agencies	and	

organizations,	including	professional	and	scholarly	associations,	to	strengthen	and	improve	

undergraduate	instruction	in	international	studies	and	foreign	languages.		

We	have	announced two competitive	preference	priorities and	two	invitational	priorities	

for	this	program.		The	U.S.	Department	of	Education	(Department)	strongly	encourages	all	

applicants	to	give	consideration	to	these	priorities.		For	additional	information	about	the	

competitive	preference	priorities and	the	invitational	priorities,	refer	to	the	Federal	

Register (FR)	notice	inviting	applications	for	new	awards	for	FY 2014.

This	letter	highlights	a	few	items	in	the	FY	2014 application	package	that	will	be	important	

to	you	in	applying	for	grants	under	this	program;	however,	you	should	review	the	entire	

application	package	carefully	before	preparing	and	submitting	your	application.		

Applicants	should	pay	particular	attention	to	the	section	entitled	“Competition	Highlights”	

that	describes	the	invitational	and	competitive	preference	priorities	as	well	as	other	

program	and	competition	details.		Another	important	section	is	the	application	checklist.		

Please	use	this	to	ensure	that	your	application	is	complete	before	you	submit	it.

Applications	for	grants	under	the	UISFL	program	must	be	submitted	electronically	using	

the	grants.gov	system.		A	detailed	description	of	how	to	apply	using	this	system	is	included	

in	the	FR	notice.		You	are	urged	to	acquaint	yourself	with	the	requirements	of	this	system	

early.		You	may	access	the	grants.gov	system	through	its	portal	page	at:

http://www.grants.gov

After	you	have	electronically	submitted your	application,	you	will	receive	an	e-mail	with	

your	assigned	PR	award	number	confirming	that	your	application	was	received.	

You	are	reminded	that	the	FR notice	is	the	official	document for	the	FY	2014 UISFL	

competition,	and	that	you	should	not	rely	upon	any	information	that	is	inconsistent	with	

the	guidance	contained	within	the	official	document.		For	information	(including	dates	and	

times)	about	how	to	submit	your	application	electronically,	please	refer	to	the	FR

document.	

An	overview	of	the	UISFL	program	is	accessible	at	the	Department	Web	site	at:		
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http://www.ed.gov/programs/iegpsugisf/index.html

If	you	have	any	questions	or	require	additional	information,	please	contact	Tanyelle	

Richardson at Tanyelle.richardson@ed.gov or	by	phone	at	(202)502-7626	or Carla	White	

at	Carla.white@ed.gov,	(202)502-7631.

We	look	forward	to	receiving	your	application	and	appreciate	your	efforts	to	promote	

excellence	in	international	education.

Sincerely,

Lenore	Garcia	

											 Acting	Senior	Director

International and	Foreign	Language	Education	
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COMPETITION	HIGHLIGHTS

1. Grants.gov and	Electronic	Submission: UISFL	applications	submitted	for	FY	

2014 must	be	submitted	electronically	using	Grants.gov.		You	are	urged	to	

acquaint	yourself	with	the	requirements	of	Grants.gov early as	the	registration	

procedures	may	require	5	or	more	days	to	complete.		For	more	detailed	information	

please	see “Submission	Procedures	and	Tips	for	Applicants”	found	in	this	document.		

Grants.gov	is	accessible	through	its	portal	page	at:	http://www.grants.gov

It	is	important	to	know	that	the	Grants.gov	site	works	differently	than	the				

Department’s	e-Application	system	used	in	past	competitions.		Grants.gov	does	not			

allow	applicants	to	“un-submit”	applications.		Therefore,	if	you	discover	that	

changes	or	additions	are	needed	once	your	application	has	been	accepted	and	

validated	by	the	Department,	you	must	“re-submit”	the	application.		You	should	

know	that	if	the	Department	receives	duplicate	applications,	we	will	accept	and	

process	the	application	with	the	latest	“date/time	received”	validation.	

2. Page	Limitation:		All	applicants	are	required	to	adhere	to	the	40-page	limit for	the	

Program	Narrative	portion	of	the	application.			The	FR notice	contains	the	specific	

standards	for	preparing	the	Program	Narrative.

3. Project	Abstract:	Applicants	are	required	to	submit	a	project	abstract.		It	is	limited	

to a one	page,	single-spaced document and	should	include	the	name	of	the	applicant	

institution,	title	of	the	project,	name	and	contact	information	of	the	Project	Director,	

and	a	brief	overview	of	the	proposed	project.		The	abstract	must	be	uploaded	into	

the	“Abstract	Narrative”	section	of	the	application..

4. Deadline	Information:	Please	note	that	you	must	submit	your	application	by	

4:30:00	p.m.	(Washington,	D.C.	time)	on	or	before	the	application	deadline	date.		

Late	applications	will	not	be	accepted.		We	suggest	that	you	submit	your	application	

several	days	before	the	deadline.		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.

5. Project	Start	and	End	Dates:	 Proposed	start	and	end	dates	for	the	first	twelve	

months	of	the	FY	2014 grant	period	should	be	September	15,	2014 – September 14,	

2015.		Please	be	mindful	of	these	dates	as	you	develop	a	two- or	three-year	plan	of	

operation	and	create	an	itemized	budget	for	each	budget	year.

6. Program	Priorities:		Please	note	the	following	program	priorities	for	FY	2014

Competitive	Preference Priorities (2)
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Competitive	Preference	Priority	#1:			

Applications	from	Minority-Serving	Institutions	(MSIs)	or	community	colleges,	

whether as	individual	applicants or	as	part	of	a	consortium.		A	consortium	must	

undertake	activities	designed	to	incorporate	foreign	languages	into	the	curriculum	

of	the	MSI	or	community	college	and	to	improve	foreign	language and	international	

or	area	studies	instruction	on	the	MSI	or	community	college	campus.

		

Minority-Serving	Institution	(MSI) means	an	institution	that	is	eligible	to	

receive	assistance	under	sections	316	through	320	of	part	A	of	title	III,	under	

part	B	of title	III,	or	under	title	V	of	the	HEA.

Community	college means	an	institution	that	meets	the	definition	in	section	

312(f)	of	the	HEA	(20 U.S.C.	1058(f));	or,	an	institution	of	higher	education	

(as	defined	in	section	101	of	the	HEA	(20	U.S.C.	1001))	that	awards	degrees	

and	certificates,	more	than	50	percent	of	which	are	not	bachelor’s	degrees	

(or	an	equivalent),	or	master’s,	professional,	or	other	advanced	degrees

We	will	award	either	3	or	5	points	to	an	application	that	meets	this	priority.		If	

an	MSI	or	community	college	is	a	single	applicant,	or	the	lead	applicant	in	a	

consortia	application,	the	application	will	receive	5	additional	points.		If	an	

MSI	or	community	college	is	a	partner	in	a	consortia	application,	the	

application	will	receive	3	additional	points.		If	neither,	than	the	application	

will	not	receive	any	additional	points.		No	application	will	receive	more	than	5	

additional	points.

Competitive	Preference	Priority	#2:		

Increasing	Foreign	Language	Capacity:		Applications	from	institutions	of	higher	

education	(IHEs),	consortia,	or	partnerships	of	these	institutions	that	require	

entering	students	to	have	successfully	completed	at	least	two	years	of	secondary	

school	foreign	language	instruction	or	that	require	each	graduating	student	to	earn	

two	years	of	postsecondary	credit	in	a	foreign	language	(or	have	demonstrated	

equivalent	competence	in	the	foreign	language)	or,	in	the	case	of	a	two-year	degree	

granting	institution,	offer	two	years	of	postsecondary	credit	in	a	foreign	language.

We	will	award an	additional	5	points	to	an	application	that	meets	this	priority.

Invitational	Priority	#1:	

We	encourage	applications	that	propose	programs	or	activities	focused	on	language	

instruction	or	the	development	of	area	or	international	studies	programs	to	include	

language	instruction	in	any	of	the	78	priority	languages	selected	from	the	U.S.	

Department	of	Education's	list	of	Less	Commonly	Taught	Languages	(LCTLs).
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This	list	includes	the	following:		Akan	(Twi-Fante),	Albanian,	Amharic,	Arabic	(all	

dialects), Armenian,	Azeri	(Azerbaijani),	Balochi,	Bamanakan	(Bamana,	Bambara,	

Mandikan,	Mandingo,	Maninka,	Dyula),	Belarusian,	Bengali	(Bangla),	Berber	(all	

languages),	Bosnian,	Bulgarian,	Burmese,	Cebuano	(Visayan),	Chechen,	Chinese	

(Cantonese),	Chinese	(Gan),	Chinese	(Mandarin),	Chinese	(Min),	Chinese	(Wu),	

Croatian,	Dari,	Dinka,	Georgian,	Gujarati,	Hausa,	Hebrew	(Modern),	Hindi,	Igbo,	

Indonesian,	Japanese,	Javanese,	Kannada,	Kashmiri,	Kazakh,	Khmer	(Cambodian),	

Kirghiz,	Korean,	Kurdish	(Kurmanji),	Kurdish	(Sorani),	Lao,	Malay	(Bahasa	Melayu	

or	Malaysian),	Malayalam,	Marathi,	Mongolian,	Nepali,	Oromo,	Panjabi,	Pashto,	

Persian	(Farsi),	Polish,	Portuguese	(all	varieties),	Quechua,	Romanian,	Russian,	

Serbian,	Sinhala	(Sinhalese),	Somali,	Swahili,	Tagalog,	Tajik,	Tamil,	Telugu,	Thai,	

Tibetan,	Tigrigna,	Turkish,	Turkmen,	Ukrainian,	Urdu,	Uyghur/Uigur,	Uzbek,	

Vietnamese,	Wolof,	Xhosa,	Yoruba,	and	Zulu.

Invitational	Priority	#2:

Applications	that	propose:

a) Activities	to	improve	the	preparation	of	foreign	language	teachers;

b) Programs	or	projects	that	engage	in	collaborative	activities	with	heritage	

language	centers	or	schools	to	support	the	language	maintenance	and	

development	of	heritage	language	speakers;	or

c) Study	abroad	programs	for	students	to	expand	their	opportunities	for	

learning	world	languages.

You	are	reminded	that	the	document	published	in	the	Federal	Register is	the	official	

document,	and	that	you	should	not	rely	upon	any	information	that	is	inconsistent	

with	the	guidance	contained	within	the	official	document.		
8

INTRODUCTION	

UNDERGRADUATE	INTERNATIONAL	STUDIES	

AND FOREIGN	LANGUAGE	PROGRAM		

AUTHORIZATION

Title	VI,	Part A,	Section	604 of	the	Higher	Education	Act	of	1965,	as	amended.			

Program	regulations	are	in	34	CFR	Parts	655	and	658.

PURPOSE

To	assist	institutions	of	higher	education,	consortia	of	such	institutions,	partnerships	

between	nonprofit	educational	organizations	and	institutions	of	higher	education,	and	

public	and	private	nonprofit	agencies	and	organizations,	including	professional	and	

scholarly associations,	to	plan,	develop,	and	carry	out	programs	to	strengthen	and	

improve	undergraduate	instruction	in	international	studies	and	foreign	languages.

ELIGIBLE	APPLICANTS

Institutions	of	higher	education,	consortia	of	institutions	of	higher	education,	

partnerships	between	nonprofit	educational	organizations	and	institutions	of	higher	

education,	and	nonprofit	agencies	and	organizations,	including	professional	and	

scholarly	associations.

PROGRAM	DESCRIPTION	/	ACTIVITIES	FUNDED	UNDER	THIS	PROGRAM

Applicants	should	use	Federal	funds	to	primarily	revise	and	update	curricula	and	to	develop	

additional	faculty	expertise.		

AUTHORIZED	 ACTIVITIES.	 - Eligible	 activities	 to	 be	 conducted	 under	 this	 section	 may

include,	

(1)	development	of	a	global	studies/international	studies	program	which	is	

interdisciplinary	in	design;

(2)	development	of	a	program	which	focuses	on	issues	or	topics,	such	as	

international	business	or	international	health;

(3)	development	of	an	area	studies	program	and	its	languages;

(4)	creation of	innovative	curricula	which	combines	the	teaching	of	international	

studies	with	professional	or	pre-professional	studies,	such	as	engineering;

(5)	research	for	and	development	of	specialized	teaching	materials,	including	

language	materials;	i.e.	Spanish for	Healthcare	Professionals;

(6)	establishment	of	internship/study	abroad	opportunities	for	faculty	and	students	

in domestic	and	overseas	settings;

(7)	development	of	study	abroad	programs.
9

EXPECTED	FUNDING	LEVELS	

Amounts	are	anticipated	only;	the	U.	S.	Department	of	Education	is	not	bound	by	the	

estimates	given	below.

• Total	amount	available	for	new	FY	2014 awards:		$ 2,928,529

• Estimated	number	of	new	awards: 31		

• Funding	range	for each budget	year:		

- single	institutions	(for	up	to	two years):		$ 70,000 – $90,000	

- consortia/organizations/associations	(for	up	to	three	years):		$80,000 –

$200,000	
10

		

Supplemental Information		

The	following	information	supplements	the	information	provided	in	the	“Dear	

Applicant”	letter	and	the	Federal	Register notice.

I.	BUDGET	INFORMATION

Applicants	should	budget	$1,800	- $2,000	(per	person)	of	Federal	funds	to	attend	the	annual	

meeting	of	Title	VI	project	directors	each	budget	year.		We	recommend	two key	staff	to	attend	our	

annual	project	directors’	meeting.		Funds	can	be	reallocated	if	there	is	no	meeting.		

Single	institutions	may	receive	up	to	two	(2)	years	of	support,	while	consortia	and	nonprofit	

organizations/associations	and	partnerships	between	institutions	of	higher	education	and	

organizations	and	associations	can	receive	up	to	three	(3)	years	of	support.

Applicants	may	request	for	up	to	10%	of	funds	to	be	used	for	educational	programs	abroad	that	

are	closely	linked	to	the	project’s	goals	and	promote	foreign	language	fluency	and	knowledge	of	

world	regions.

Applicants	are	limited	to	8%	indirect	costs	under	this	grant.		Institutions	with	a	higher	negotiated	

indirect	cost	rate	cannot	use	the	un-recovered	indirect	costs	as	a	part	of	their	matching.		

NON-FEDERAL	SHARE	(or	Matching	Requirements)	– the	applicant’s	required	matching

funds	may	be	obtained	in	either	of	the	following	ways:

(a) private	sector	cash	equal	to	1/3	of	the	total	project	budget;	or

(b) a	combination	of	institutional	and	non-institutional	cash	or	in-kind	amounts	equal	to	1⁄2	

(50%)	of	the	total project	budget.

*SPECIAL	RULE	– The	Secretary	may	waive	or	reduce	the	required	non-Federal	share	

for	institutions	that-

(A) Are	eligible	to	receive	assistance	under	Part	A	or	Part	B	of	title	III	or	under	

title	V	of	the	Higher	Education	Act	of	1965,	as	amended;	and

(B) Have	submitted	a	grant	application	under	the	Undergraduate	International	

Studies	and	Foreign	Language	program	that	demonstrates	a	need	for	a	waiver	

or	reduction.

**	An	applicant	that	meets	the	Special	Rule	must	include	a	letter	in	their	

application	appendices signed	by	the	institution’s	authorizing	representative	

certifying	the	institution	meets	the	Special	Rule.

							

II.	APPENDICES	TO	APPLICATION

Please	limit	supporting	documents	to	the	following:
11

1. Letters	of	support;	

2. Curriculum	vitae	of	key	personnel,	i.e.	project	director(s),	faculty	participants,	consultants,

and	evaluators	(recommended two	pages	per each	individual).		

3. Sample	evaluation	and	assessment	tools

4. Project	timeline	chart

5. Letter	to	request	Special	Rule	Waiver	(if	applicable)

6. Project-Specific	Performance	Measure	Forms (2	measures	minimum;	1	measure	per	form)

7. Program	Profile	Form

8. Supplemental	Program	Information	Form	

Ill.	APPLICANT	FUNDING

The	Department	is	often	unable	to	award	the	full	amount	of	funds requested.		Applicants	should	

pay	close	attention	to	the	“Maximum	Award”	section	of	the	 Notice.		The	Department	will	not

fund	any	application	at	an	amount	exceeding	the	applicable	maximum	funding	level.		

IV.	EVALUATION	OF	APPLICATIONS	FOR	AWARDS

A	three-member	panel	of	non-federal	evaluators	reviews	each	application.		Each	reviewer	

will	prepare	a	written	evaluation	of	the	application	and	assign	points	for	each	selection	

criterion.

V.		SELECTION	OF	GRANTEES

Under	34	CFR	658.34,	in	addition	to	the	selection	criteria	for	this	program,	the	Secretary,	to	

the	extent	practicable	and	consistent	with	the	criterion	of	excellence,	may	encourage	

diversity	by	ensuring	that	a	variety	of	types	of	projects	and	institutions	also	receive	

funding.		In	the	FY	2014 competition,	the	Secretary	may	seek	to	achieve	greater	diversity	in	

the	types	of	institutions	assisted	under	this	program	by	selecting	applicants	that	represent	

a	variety	of	types	of	institutions,	including	minority-serving	institutions	eligible	for	

assistance	under	Part	A	or	B	of	Title	III	or	under	Title	V	of	the	HEA,	community	colleges,	or	

institutions	that	have	not	received	grants	with	the	UISFL	program	previously.		

VI.	NOTICE	TO	SUCCESSFUL	APPLICANTS

The	Department’s	Office	of	Legislation	and	Congressional	Affairs	will	inform	the	Congress	

regarding	applicants	approved	for	UISFL	Program	new	grant awards.		Successful	applicants	

will	receive	award	notices	by	mail	shortly	after	the	Congress	is	notified.		No	funding	

information	will	be	released	before	the	Congress	is	notified.		Notification	will	no	later	than	

September	30,	2014.

VII.	NOTICE	TO	UNSUCCESSFUL	APPLICANTS

Unsuccessful	applicants	will	be	notified	in	writing	from	the	IFLE	office	following	the	notice	

to	successful	applicants.
12

**Please	note	that	all	applicants	(successful	and	unsuccessful)	will	receive	copies	of	

evaluators’	scores	and	comments	for	reference	purposes.		

VIII.	PERFORMANCE	REPORTS

If	you	receive	a	FY	2014 new	grant	award,	you	will	be	required	to	submit	annual	and	final	

performance	reports	during	the	two-to-three-year	funding	cycle	using	the International	

Resource	Information	System	(IRIS).		This	online	system	collects	narratives	and	data	about	

funded	projects,	to	enable	program	officers	to	determine	if	a	grantee	is	making	substantial	

progress	toward	meeting	approved	project	objectives.		When	determining	whether	a	

grantee	has	made	substantial	progress,	program	officers	will	consider	factors	such	as	

whether	the	grant	activities	were	conducted	in	accordance	with	the	approved	scope	of	the	

project	and	budget,	whether	the	project	has	faced	any	major	problems	or	delays	that	might	

impede	the	achievement	of	one	or	more	of	the	project	objectives,	and	whether	evaluations	

of	the	grant	demonstrate	effectiveness	or	useful	recommendations.		More	information	can	

be	found	here:	http://www.ed.gov/programs/iegpsugisf/performance.html.		Please	be	

advised	that	the	report	is	for	informational	purposes	only	and	does	not	reflect	the	actual	

reporting	instrument	that	you	will	use	if	you	receive	a	FY	2014 grant	award.		The	

performance	report	will	assist	our	program staff	in	determining	whether	or	not	the	UISFL	

project	is	making	substantial	progress	toward	meeting	the	approved	project	objectives	and	

whether	or	not	a	continuation	award	(if	applicable)	is	in	the	best	interest	of	the	Federal	

government.			Project	Directors	will	be	responsible	for	overall	project	reports	as	well	as	

entering	project	participant	information	into	the	system.		

The	IRIS	reporting	instrument	includes	sections	for	grantees	to	input	data	that	responds	to	

the	Government	Performance	and	Results	Act	(GPRA)	to	assess	overall	program	

performance.		

IX.	RESOURCES	FOR	PROPOSAL	DEVELOPMENT

National	Resource	Centers	(NRCs)	are	funded by	the	U.S.	Department	of	Education	and	

serve	the	general	purpose	of	training	specialists	in	modern	foreign	languages	and	area	or	

international	studies.		Most	NRC	institutions	have	outreach	coordinators	whose	general	

purpose	is	to	disseminate	information	and	assist	other	institutions	with	accessing	needed	

information	and	resources.		Institutions	interested	in	submitting	proposals	to	the	UISFL	

program	are	encouraged	to	contact	NRCs	and	their	outreach	coordinators	for	assistance	in	

accessing	suitable	resources	for	proposal	and	program	development.		Additional	

information	can	be	found	at	the	NRC	program	website	at:	

http://www.ed.gov/programs/iegpsnrc/index.html.
13

X.		CONTACT	INFORMATION

For	program-related	questions	and	assistance,	please	contact:

Senior	Program	Officer: Tanyelle	Richardson

Address: International	and	Foreign	Language	Education	(IFLE)

U.S.	Department	of	Education

1990	K	Street,	NW,	Room	6099

Washington,	D.C.		20006-8521

Telephone: (202)	502-7626

Fax: (202)	502-7860

E-mail:			 tanyelle.richardson@ed.gov

Program	Officer: 												 Carla	White

International	and	Foreign	Language	Education	(IFLE)

Address: U.S.	Department	of	Education

1990	K	Street,	NW,	Room	6101

Washington,	D.C.		20006-8521

Telephone: (202)	502-7631

Fax: (202)502-7860

E-mail: 								 Carla.white@ed.gov

For	technical	and	Grants.gov-related	questions	and	assistance,	please	contact:

Grants.gov	Support	Desk

Telephone: (800)	518-4726

Email:		support@grants.gov

Hours: 24	hours	a	day,	7	days	a	week	(closed	federal	holidays)
14

Federal	Register	Notice

4000-01-U

DEPARTMENT	OF	EDUCATION

[PLACEHOLDER	FOR	FISCAL	YEAR	2014	NIA]
15

Authorizing	Legislation

SEC.	604.	UNDERGRADUATE	INTERNATIONAL	STUDIES	AND	FOREIGN	LANGUAGE	

PROGRAMS.

`(a)	INCENTIVES	FOR	THE	CREATION	OF	NEW	PROGRAMS	AND	THE	STRENGTHENING	OF	

EXISTING	PROGRAMS	IN	UNDERGRADUATE	INTERNATIONAL	STUDIES	AND	FOREIGN	

LANGUAGE	PROGRAMS-

`(1)	AUTHORITY- The	Secretary	is	authorized	to	make	grants	to	institutions	of	

higher	education,	consortia	of	such	institutions,	or	partnerships	between	nonprofit	

educational	organizations	and	institutions	of	higher	education,	to	assist	such	

institutions,	consortia	or	partnerships	in	planning,	developing,	and	carrying	out	

programs	to	improve	undergraduate	instruction	in	international	studies	and	foreign

languages.	Such	grants	shall	be	awarded	to	institutions,	consortia	or	partnerships	

seeking	to	create	new	programs	or	to	strengthen	existing	programs	in	foreign	

languages,	area	studies,	and	other	international	fields.

`(2)	USE	OF	FUNDS- Grants	made	under	this	section	may	be	used	for	Federal	share	

of	the	cost	of	projects	and	activities	which	are	an	integral	part	of	such	a	program,	

such	as--

`(A)	planning	for	the	development	and	expansion	of	undergraduate	programs	

in	international	studies	and	foreign	languages;

`(B)	teaching,	research,	curriculum	development,	faculty	training	in	the	

United	States	or	abroad,	and	other	related	activities,	including--

`(i)	the	expansion	of	library	and	teaching	resources;	and

`(ii)	pre-service	teacher	training	and	in-service	teacher	professional	

development;	

`(C)	expansion	of	opportunities	for	learning	foreign	languages,	including	less	

commonly	taught	languages;

`(D)	programs	under	which	foreign	teachers	and	scholars	may	visit	

institutions	as	visiting	faculty;

`(E)	programs	designed	to	develop	or	enhance	linkages	between	2- and	4-

year	institutions	of	higher	education,	or	baccalaureate	and	postbaccalaureate	programs	or	institutions;

`(F)	the	development	of	undergraduate	educational	programs--

`(i)	in	locations	abroad	where	such	opportunities	are	not	otherwise	

available	or	that	serve	students	for	whom	such	opportunities	are	not	

otherwise	available;	and

`(ii)	that	provide	courses	that	are	closely	related	to	on-campus	foreign	

language	and	international	curricula;

`(G)	the	integration	of	new	and	continuing	education	abroad	opportunities	

for	undergraduate	students	into	curricula	of	specific	degree	programs;

`(H)	the	development	of	model	programs	to	enrich	or	enhance	the	

effectiveness	of	educational	programs	abroad,	including	pre-departure and	
16

post-return	programs,	and	the	integration	of	educational	programs	abroad	

into	the	curriculum	of	the	home	institution;

(I)	the	provision	of	grants	for	educational	programs	abroad	that—

(i)	are	closely	linked	to	the	program’s	overall	goals;	and

(ii)	have	the	purpose	of	promoting	foreign	language	fluency	and	

knowledge	of	world	regions;

`(J)	the	development	of	programs	designed	to	integrate	professional	and	

technical	education	with	foreign	languages,	area	studies,	and	other	

international	fields;

`(K) the	establishment	of	linkages	overseas	with	institutions	of	higher	

education	and	organizations	that	contribute	to	the	educational	programs	

assisted	under	this	subsection;

`(L)	the	conduct	of	summer	institutes	in	foreign	area,	foreign	language,	and	

other	international	fields	to	provide	faculty	and	curriculum	development,	

including	the	integration	of	professional	and	technical	education	with	foreign	

area	and	other	international	studies,	and	to	provide	foreign	area	and	other	

international	knowledge	or	skills	to	government	personnel	or	private	sector	

professionals	in	international	activities;

`(M)	the	development	of	partnerships	between--

`(i)	institutions	of	higher	education;	and

`(ii)	the	private	sector,	government,	or	elementary	and	secondary	

education	institutions,	in	order	to	enhance	international	knowledge	

and	skills;	and

N)	the	use	of	innovative	technology	to	increase	access	to	international	

education	programs.

`(3)	NON-FEDERAL	SHARE- The	non-Federal	share	of	the	cost	of	the	programs	

assisted	under	this	subsection--

`(A)	may	be	provided	in	cash	from	the	private	sector	corporations	or	

foundations	in	an	amount	equal	to	one-third	of	the	total	cost	of	the	programs	

assisted	under	this	section;	or

`(B)	may	be	provided	as	an	in-cash	or	in-kind	contribution	from	institutional	

and	non-institutional	funds,	including	State	and	private	sector	corporation	or	

foundation	contributions,	equal	to	one-half	of	the	total	cost	of	the	programs	

assisted	under	this	section.

`(4)	SPECIAL	RULE- The	Secretary	may	waive	or	reduce	the	required	non-Federal	

share	for	institutions	that--

`(A)	are	eligible	to	receive	assistance	under	part	A	or	B	of	title	III	or	under	

title	V;	and

`(B)	have	submitted	a	grant	application	under	this	section	that	demonstrates	

a	need	for	a	waiver	or	reduction.

`(5)	PRIORITY- In	awarding	grants	under	this	section,	the	Secretary	shall	give	

priority	to	applications	from	institutions	of	higher	education,	consortia or	

partnerships	that	require	entering	students	to	have	successfully	completed	at	least	

2	years	of	secondary	school	foreign	language	instruction	or	that	require	each	

graduating	student	to	earn	2	years	of	postsecondary	credit	in	a	foreign	language	(or	

have	demonstrated	equivalent	competence	in	the	foreign	language)	or,	in	the	case	of	
17

a	2-year	degree	granting	institution,	offer	2	years	of	postsecondary	credit	in	a	

foreign	language.

`(6)	GRANT	CONDITIONS- Grants	under	this	subsection	shall	reflect	the	purposes	of	

this	part	and	be	made	on	such	conditions	as	the	Secretary	determines	to	be	

necessary	to	carry	out	this	subsection.

`(7)	APPLICATION- Each	application	for	assistance	under	this	subsection	shall	

include--

`(A)	evidence	that	the	applicant	has	conducted	extensive	planning	prior	to	

submitting	the	application;

`(B)	an	assurance	that	the	faculty	and	administrators	of all	relevant	

departments	and	programs	served	by	the	applicant	are	involved	in	ongoing	

collaboration	with	regard	to	achieving	the	stated	objectives	of	the	

application;

`(C)	an	assurance	that	students	at	the	applicant	institutions,	as	appropriate,	

will	have equal	access	to,	and	derive	benefits	from,	the	program	assisted	

under	this	subsection;	`

(D)	an	assurance	that	applicant,	consortium or	partnership	will	use	the	

Federal	assistance	provided	under	this	subsection	to	supplement	and	not	

supplant	non-Federal	funds	the	institution	expends	for	programs	to	improve	

undergraduate	instruction	in	international	studies	and	foreign	languages;

(E)	a	description	of	how	the	applicant	will	provide	information	to	students	

regarding	federally	funded	scholarship	programs	in	related	areas;

(F)	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,	where	applicable; and

(G)	a	description	of	how	the	applicant	will	encourage	service	in	areas	of	

national	need,	as	identified	by	the	Secretary.

`(8)	EVALUATION- The	Secretary	may	establish	requirements	for	program	

evaluations	and	require	grant	recipients	to	submit	annual	reports	that	evaluate	the	

progress	and	performance	of	students	participating	in	programs	assisted	under	this	

subsection.

`(b)	PROGRAMS	OF	NATIONAL	SIGNIFICANCE- The	Secretary	may	also	award	grants	to	

public	and	private	nonprofit	agencies	and	organizations,	including	professional	and	

scholarly	associations,	whenever	the	Secretary	determines	such	grants	will	make	an	

especially	significant	contribution	to	improving	undergraduate	international	studies	and	

foreign	language	programs.

`(c)	FUNDING	SUPPORT-

(1)	IN	GENERAL	- The	Secretary	may	use	not	more	than	20	percent	of	the	total	

amount	appropriated	for	this	part	for	carrying	out	the	purposes	of	this	section.

(2)	GRANTEES	– Of	the	total	amount	of	grant	funds	awarded	to	a	grantee	under	this	

section,	the	grantee	may	use	not	more	than	ten	percent	of	such	funds	for	the	activity	

described	in	subsection	(a)(2)(I).
18

Code	of	Federal	Regulations

PART	655—INTERNATIONAL	EDUCATION	PROGRAMS—

GENERAL	PROVISIONS

Subpart	A—General

Sec.

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).
19

(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:

Acquisition	Applicant Application	Award	Budget	Contract	EDGAR	Equipment	

Facilities	Fiscal	year	Grant	Grantee	Grant	period	Local	educational	agency	

Nonprofit	Project	period	Private	Public	Secretary	State	educational	agency	

Supplies	

(Authority:	20	U.S.C.	1121–1127)

(b)	Definitions	that	apply	to	these	programs: The	following	definition	applies	to	

International	Education	Programs:

Combination	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).
20

(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]

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

§655.10	What	kinds	of	projects	does	the	Secretary	assist?

Subpart	B	of	34	CFR	parts	656,	657,	658,	660,	661,	and	669	describes	the	kinds	of	projects	

that	the	Secretary	assists	under	the	International	Education	Programs.

(Authority:	20	U.S.C.	1021–1027)

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

16,	1999]

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

(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
21

(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]
22

Code	of	Federal	Regulations

U.S.	DEPARTMENT	OF	EDUCATION

GENERAL	ADMINISTRATIVE	REGULATIONS	

(Title	34	of	The	Code	of	Federal	Regulations	(CFR) Chapter	VI	(7-1-09 Edition)

Part	658 Undergraduate	International	Studies	and	Foreign	Language	Program

[Code	of	Federal	Regulations]

[Title	34,	Volume	3]

[Revised	as	of	July	1, 2009]

From	the	U.S.	Government	Printing	Office	via	GPO	Access

[CITE:	34CFR658.1]

[Page	381]

TITLE	34--EDUCATION

DEPARTMENT	OF	EDUCATION

PART	 658--UNDERGRADUATE	 INTERNATIONAL	 STUDIES	 AND	 FOREIGN	 LANGUAGE	

PROGRAM--Table	of	Contents

Subpart	A--General

Sec.	 658.1 What	is	the	Undergraduate	International	 Studies	 and	 Foreign	 Language	

Program?

The	Undergraduate	International	Studies	and	Foreign	Language	Program	is	designed	to	

provide	assistance	to	institutions	of	higher	education,	combinations	of	those	institutions,	or	

partnerships	between	nonprofit	educational	organizations	and	institutions	of	higher	

education,	to	assist	those	institutions,	combinations,	or	partnerships	in	planning,

developing,	and	carrying	out	programs	to	improve	undergraduate	instruction	in	

international	studies	and	foreign	languages.

Sec.	658.2		Who	is	eligible	to	apply	for	assistance	under	this	program?

				The	following	are	eligible	to	apply	for	assistance	under	this	part:

				(a)	Institutions	of	higher	education.

				(b)	Combinations	of	institutions	of	higher	education.

				(c) Partnerships	between	nonprofit	educational	organizations	and	institutions	of	

higher	education.

					(d)	Public	and	private	nonprofit	agencies	and	organizations,	including	

professional	and	scholarly	associations.
23

Sec.	658.3		What	regulations	apply?

				The	following	regulations	apply	to	this	program:

				(a)	The	regulations	in	34	CFR	part	655.

				(b)	The	regulations	in	this	part	658.

Sec.	658.4		What	definitions	apply	to	the	Undergraduate	International	Studies	and	

Foreign	Language	Program?

				The	definitions	in	34	CFR	655.4 apply	to	this	program.

Subpart	B--What	Kinds	of	Projects	Does	the	Secretary	Assist	Under	This																					

Program?

Sec.	658.10		For	what	kinds	of	projects	does	the	Secretary	assist	institutions	of	higher	

education?

				(a)	The	Secretary	may	provide	assistance	to	an	institution	of	higher	education,	a	

combination	of	institutions	of	higher	education,	or	a	partnership	between	a	nonprofit	

educational	organization	and	an	institution	of	higher	education	to	plan,	develop,	and	carry	

out	a	program	to	improve	undergraduate	instruction	in	international	studies	and	foreign	

languages.	Those	grants	must	be	awarded	to	institutions,	combinations,	or	partnerships	

seeking	to	create	new	programs	or	to	strengthen	existing	programs	in	foreign	languages,	

area	studies,	and	other	international	fields.

				(b)	The	Secretary	gives	consideration	to	an	applicant	that	proposes	

a	program	that--

				(1)	Initiates	new	or	revised	courses	in	international	or	area	

studies;

				(2)	Makes	instruction	in	foreign	languages	available	to	students	in	

the	program;	and

				(3)	Takes	place	primarily	in	the	United	States.

				(c)	The	program	shall	focus	on--

				(1)	International	or	global	studies;

				(2)	One	or	more	world	areas	and	their	languages;	or

				(3)	Issues	or	topics,	such	as	international	environmental	studies	or	

international	health.

Sec.	658.11		What	projects	and	activities	may	a	grantee	conduct	under	this	program?

				The	Secretary	awards	grants	under	this	part	to	assist	in	carrying	out	projects	and	

activities	that	are	an	integral	part	of	a	program	to	improve	undergraduate	instruction	in	

international	studies	and	foreign	languages.	These	include	projects	such	as--

				(a)	Planning	for	the	development	and	expansion	of	undergraduate	

programs	in	international	studies	and	foreign	languages;

				(b)	Teaching,	research,	curriculum	development,	faculty	training	in	

the	United	States	or	abroad,	and	other	related	activities,	including--
24

				(1)	Expanding	library	and	teaching	resources;

				(2)	Conducting faculty	workshops,	conferences,	and	special	lectures;

				(3)	Developing	and	testing	new	curricular	materials,	including	selfinstructional	materials	in	foreign	languages,	or	specialized	language	

materials	dealing	with	a	particular	subject	(such	as	health	or	the	

environment);

				(4)	Initiating	new	and	revised	courses	in	international	studies	or	

area	studies	and	foreign	languages;	and

				(5)	Conducting	pre-service	and	in-service	teacher	training;

				(c)	Expanding	the	opportunities	for	learning	foreign	languages,	

including	less	commonly	taught	languages;

				(d)	Providing	opportunities	for	which	foreign	faculty	and	scholars	

may	visit	institutions	as	visiting	faculty;

				(e)	Placing	U.S.	faculty	members	in	internships	with	international	

associations	or	with	governmental	or	nongovernmental	organizations	in	

the	U.S.	or	abroad	to	improve	their	understanding	of	international	

affairs;

				(f)	Developing	international	education	programs	designed	to	develop	

or	enhance	linkages	between	2-and	4-year	institutions	of	higher	

education,	or	baccalaureate	and	post-baccalaureate	programs	or	

institutions;

				(g)	Developing	undergraduate	educational	programs--

				(1)	In	locations	abroad	where	those	opportunities	are	not	otherwise	

available	or	that	serve	students	for	whom	those	opportunities	are	not	

otherwise	available;	and

				(2)	That	provide	courses	that	are	closely	related	to	on-campus	

foreign	language	and	international	curricula;

				(h)	Integrating	new	and	continuing	education	abroad	opportunities	

for	undergraduate	students	into	curricula	of	specific	degree	programs;

				(i)	Developing	model	programs	to	enrich	or	enhance	the	effectiveness	

of	educational	programs	abroad,	including	pre-departure	and	post-return	

programs,	and	integrating	educational	programs	abroad	into	the	

curriculum	of	the	home	institution;

				(j)	Developing	programs	designed	to	integrate	professional	and	

technical	education	with	foreign	languages,	area	studies,	and	other	

international	fields;

				(k)	Establishing linkages	overseas	with	institutions	of	higher	

education	and	organizations	that	contribute	to	the	educational	programs	assisted	

under	this	part;

				(l)	Developing	partnerships	between--

				(1)	Institutions	of	higher	education;	and

				(2)	The	private	sector,	government,	or	elementary	and	secondary	

education	institutions	in	order	to	enhance	international	knowledge	and	

skills;	and

				(m)	Using	innovative	technology	to	increase	access	to	international	

education	programs.
25

Sec.	658.12		For	what	kinds	of	projects	does	the	Secretary	assist	associations	and	

organizations?

				The	Secretary	may	award	grants	under	this	part	to	public	and	private	

nonprofit	agencies	and	organizations	including	scholarly	associations,	

that	propose	projects	that	will	make	an especially	significant	

contribution	to	strengthening	and	improving	undergraduate	instruction	in	

international	studies	and	foreign	languages	at	institutions	of	higher	

education.

Subpart	D--How	Does	the	Secretary	Make	a	Grant?

Sec.	658.30		How	does	the	Secretary	evaluate	an	application?

				(a)(1)	The	Secretary	evaluates	an	application	from	an	institution	of	

higher	education	or	a	combination	of	such	institutions	on	the	basis	of	

the	criteria	in	Secs.	658.31	and	658.32.	The	Secretary	awards	up	to	85	

possible	points	for	these	criteria.

				(2)	Under	Secs.	658.31	and	658.32	the	Secretary	evaluates	

applications	for	funding	on	a	percentage	score	based	upon	the	number	of	points	

an	application	receives	and	the	maximum	number	of	points	

possible.

				(b)(1)	The	Secretary	evaluates	an	application	from	an	agency	or	

organization	or	professional	or	scholarly	association	on	the	basis	of	

the	criteria	in	Secs.	658.31	and	658.33.	The	Secretary	awards	up	to	75	

possible	points	for	these	criteria.

				(2)	Under	Secs.	658.31	and	658.33	the	Secretary	evaluates	

applications	for	funding	on	a	percentage	score	based	upon	the	number	of	points	

an	application	receives	and	the	maximum	number	of	points	

possible.

				(c)	The	maximum	possible	points	for	each	criterion	are	indicated	in	

parentheses.

Sec.	658.31		What	selection	criteria	does	the	Secretary	use?

				The	Secretary	uses	the	following	criteria	in	evaluating	an	

					application	for	a	project	under	this	part.

				(a)	Plan	of	operation.	(15)	(See	34	CFR	655.	31(a))

				(b)	Quality	of	key	personnel.	(10)	(See	34	CFR	655.31(b))

				(c)	Budget	and	cost	effectiveness.	(10)	(See	34	CFR	655.31(c))

				(d)	Evaluation	plan.	(20)	(See	34	CFR	655.31(d))

Sec.	658.32		What	additional	criteria	does	the	Secretary	apply	to	institutional	

applications?
26

				In	addition	to	the	criteria	referred	to	in	Sec.	658.31,	the	

Secretary	applies	the	following	criteria	to	applications	submitted	by	an	

institution	of	higher	education	or	a	combination	of	such	institutions:

				(a)	Commitment	to	international	studies.	(10)

				(1)	The	Secretary	reviews	each	application	for	information	that	

shows	the	applicant's	commitment	to	the	international	studies	program.

				(2)	The	Secretary	looks	for	information	that	shows--

				(i)	The	institution's	current	strength	as	measured	by	the	number	of	

international	studies	courses	offered;

				(ii)	The	extent	to	which	planning	for	the	implementation	of	the	

proposed	program	has	involved	the	applicant's	faculty,	as	well	as	

administrators;

				(iii)	The	institutional	commitment	to	the	establishment,	operation,	

and	continuation	of	the	program	as	demonstrated	by	optimal	use	of	

available	personnel	and	other	resources;	and

				(iv)	The	institutional	commitment	to	the	program	as	demonstrated	by	

the	use	of	institutional	funds	in	support	of	the	program's	objectives.

				(b)	Elements	of	the	proposed	international	studies	program.	(10)

				(1)	The	Secretary	reviews	each	application	for	information	that	

shows	the	nature	of	the	applicant's	proposed	international	studies	

program.

				(2)	The	Secretary	looks	for	information	that	shows--

				(i)	The	extent	to	which	the	proposed	activities	will	contribute	to	

the	implementation	of	a	program	in	international	studies	and	foreign	

languages	at	the	applicant	institution;

				(ii)	The	interdisciplinary	aspects	of	the	program;

				(iii)	The	number	of	new	and	revised	courses	with	an	international	

perspective	that	will	be	added	to	the	institution's	programs;	and

				(iv)	The	applicant's	plans	to	improve	or	expand	language	

instruction.

				(c)	Need	for	and	prospective	results	of	the	proposed	program.	(10)

				(1)	The	Secretary	reviews	each	application	for	information	that	

shows	the	need	for	and	the	prospective	results	of	the	applicant's	

proposed	program.

				(2)	The	Secretary	looks	for	information	that	shows--

				(i)	The	extent	to	which	the	proposed	activities	are	needed	at	the	

applicant	institution;

				(ii)	The	extent	to	which	the	proposed	use	of	Federal	funds	will	

result	in	the	implementation	of	a	program	in	international	studies	and	

foreign	languages	at	the	applicant	institution;

				(iii)	The	likelihood	that	the	activities	initiated	with	Federal	

funds	will	be	continued	after	Federal	assistance	is	terminated;	and

				(iv)	The	adequacy	of	the	provisions	for	sharing	the	materials	and	

results	of	the	program	with	other	institutions	of	higher	education.
27

Sec.	658.33		What	additional	criterion	does	the	Secretary	apply	to	applications	from	

organizations	and	associations?

				In	addition	to	the	criteria	referred	to	in	Sec.	658.31,	the	

Secretary	applies	the	following	criterion	to	applications	from	

organizations	and	associations:

				(a)	Need	for	and	potential	impact	of	the	proposed	project	in	

improving	international	studies	and	the	study	of	modern	foreign	language	

at	the	undergraduate	level.	(30)

				(b)	The	Secretary	reviews	each	application	for	information	that	

shows	the	need	for	and	the	potential	impact	of	the	applicant's	proposed	

projects	in	improving	international	studies	and	the	study	of	modern	

foreign	language	at	the	undergraduate	level.

				(1)	The	Secretary	looks	for	information	that	shows--

				(i)	The	extent	to	which	the	applicant's	proposed	apportionment	of	

Federal	funds	among	the	various	budget	categories	for	the	proposed	

project	will	contribute	to	achieving	results;

				(ii)	The	international	nature	and	contemporary	relevance	of	the	

proposed	project;

			(iii)	The	extent	to	which	the	proposed	project	will	make	an	

especially	significant	contribution	to	the	improvement	of	the	teaching	

of	international	studies	or	modern	foreign	languages	at	the	

undergraduate	level;	and

				(iv)	The	adequacy	of	the	applicant's	provisions	for	sharing	the	

materials	and	results	of	the	proposed	project	with	the	higher	education	

community.

				(2) [Reserved]

Sec.	658.34		What	additional	factors	does	the	Secretary	consider	in	selecting grant	

recipients?

				In	addition	to	applying	the	selection	criteria	in,	as	appropriate	

Secs.	658.31,	658.32,	and	658.33,	the	Secretary,	to	the	extent	

practicable and	consistent	with	the	criterion	of	excellence,	seeks	to	

encourage	diversity	by	ensuring	that	a	variety	of	types	of	projects	and	

institutions	receive	funding.

Sec.	658.35		What	priority	does	the	Secretary	give?

				(a)	The	Secretary	gives	priority	to applications	from	institutions	

of	higher	education	or	combinations	of	these	institutions	that	require	

entering	students	to	have	successfully	completed	at	least	two	years	of	

secondary	school	foreign	language	instruction	or	that	require	each	

graduating	student	to	earn	two	years	of	postsecondary	credit	in	a	

foreign	language	(or	have	demonstrated	equivalent	competence	in	the	

foreign	language)	or,	in	the	case	of	a	2-year	degree	granting	
28

institution,	offer	two	years	of	postsecondary	credit	in	a	foreign	

language.

				(b)	The	Secretary	announces	the	number	of	points	to	be	awarded	under	

this	priority	in	the	application	notice	published	in	the	Federal	

Register.

										Subpart	E--What	Conditions	Must	Be	Met	by	a	Grantee?

Sec.	658.40		What	are the	limitations	on	allowable	costs?

				Equipment	costs	may	not	exceed	five	percent	of	the	grant	amount.

Sec.	658.41 What	are	the	cost-sharing	requirements?

				(a)	The	grantee's	share	may	be	derived	from	cash	contributions	from	

private	sector	corporations	or	foundations	in	the	amount	of	one-third	of	

the	total	cost	of	the	project.

				(b)	The	grantee's	share	may	be	derived	from	cash	or	in-kind	

contributions	from	institutional	and	non-institutional	funds,	including	

State	and	private	sector	corporation	or	foundation	contributions,	equal	

to	one-half	of	the	total	cost	of	the	project.

				(c)	In-kind	contributions	means	property	or	services	that	benefit	a	

grant-supported	project	or	program	and	that	are	contributed	by	nonFederal	third	parties	without	charge	to	the	grantee.

				(d)	The	Secretary	may	waive	or	reduce	the	required	non-Federal	share	

for	institutions	that--

				(1)	Are	eligible	to	receive	assistance	under	part	A	or	B	of	Title	

III	or	under	Title	V	of	the	Higher	Education	Act	of	1965,	as	amended;	

and

				(2)	Have	submitted	a	grant	application	under	this	part.

(Authority:	20	U.S.C.	1124	and	3474;	OMB	Circular	A-110)

[58	FR	32577,	June	10,	1993,	as	amended	at	64	FR	7740,	Feb.	16,	1999]
29

Undergraduate	International	Studies	

and	Foreign	Language	Program	Profile	Form

INSTRUCTIONS:		ALL	applicants	must	complete	and	submit	this	profile.		You	may	copy	or	recreate	this	form,	but	do	not	

amend	or	modify	the	required	information	or	format.		Please	complete	all	sections	of	this	form.		Upon completion,	attach	this	

document	as	a	.pdf	into	the	“Other	Narrative	Forms”	section	of	the	grants.gov	application	package.

Name	of Institution/Campus	Requesting:	(Use	your	institution’s	complete	name.		If	your	institution	is	a	branch	campus,	use	

the	parent	institution’s	name	but	follow	it	with	the	name	of	the	branch	campus.		For	example,	you	would	cite	the	State	

University	of	New	York,	Brockport	Campus.)

DUNS#:

Applicant	Address:	(All	applicants	must	indicate	the	address	where	the	project	will	be	located)

Project	Address:

City:																																																														State:																																																			Zip:

Project	Title:

Consortial	Application?		Yes	 		No	

If	Yes,		please	list	partner	institutions:

1.

2.

World	Area	Concentration:	

Africa	(AF)

Central/Eastern	Europe	and	Eurasia	(CEE)	

East	Asia	(EA)

Near	East	(NE)

South	Asia	(SA)

Southeast	Asia	and	the	Pacific	(SEA)

Western	Europe	(WE)

Western	Hemisphere		(WH)

Program	request	and	match	(Section	658.41)	for	Fiscal	Year	2014	only	-

Total	Federal	Requested	Amount:	$	_____________________

Total	Program	In-kind/institutional	match:	$	_______________________		

The	Secretary	may	waive	or	reduce	the	required	non-Federal	share	for	institutions	that	are	eligible.		

Are	you	requesting	a	matching	waiver	or	reduction	under	the	Special	Rule?					Yes	 No	 If	so,	which	one?	

Waiver	 				Reduction			

If	you	are	requesting	a	reduction,	what	percentage	of	non-Federal	share	are	you	proposing	for	Year	1?	 

 _____%

The	applicant	is	eligible	to	receive	assistance	under (check	at	least	one):	

part	A	or	B	of	title	III	under	the	Higher	Education	Act	of	1965, as	amended

title	V	under	the	Higher	Education	Act	of	1965, as amended

Check	below	(required)	

I	have	included	a	letter	to	request	a	Special	Rule	waiver	or	reduction	to	the	appendices	in this	application.

Please	check	all	that	apply:		By	checking	the	box(es)	below,	the	applicant	certifies	that	they	are	applying	under	the	FY	2014	

priority(ies)	as	announced	in	the	Federal	Register:		

Competitive	Preference	Priority	1:			 Competitive	Preference	Priority	2:

			

Invitational	Priority	1:																										 Invitational	Priority	2:		
30

Undergraduate	International	Studies	

and	Foreign	Language	Supplemental	Information	Form	

Supplemental	Information	to	Meet	Statutory	Requirements

Changes	made	to	Title	VI	of	the	Higher	Education	Act	of	1965,	as	amended	(HEA)	by	the	Higher	

Education	Opportunity	Act	of	2008	(HEOA)	require	that	UISFL	applicants	shall	provide	the	

information	requested	in	section	604(a)(7)	of	the	HEA	and	listed	below,	with	their	applications	for	

funding.	You	may	want	to	use	this	form	or	separate	pages	that	provide	the	descriptions	to	meet	

these	requirements.	Be	advised	that	the	pages	needed	to	provide	this	information	are	not	included	

in	the	page	limit	for	the	application	narrative.		If	the	application	is	submitted	on	behalf	of	a	

consortium,	include	signed	forms	for	the	lead	institution	and	for	each	partner	institution.	

INSTRUCTIONS:		ALL	applicants	must	complete	and	submit	this	profile.		You	may	copy	or	

recreate	this	form,	but	do	not	amend	or	modify	the	required	information	or	format.		Please	

complete	all	sections	of	this	form.		Upon	completion,	attach	this	document	as	a	.pdf	into	the	“Other	

Narrative	Forms”	section	of	the	www.grants.gov application	package.		The	program	recommends	

no	more	than	3000	characters	per	requirement.		

Information	Requirement	A:		Extensive	Planning.		Provide	evidence	that	the	applicant	has	

conducted	extensive	planning	prior	to	submitting	the	application.

Information	Requirement	B:			Ongoing	Collaboration.		Provide	a	description	outlining	that	the	

faculty	and	administrators	of	all	relevant	departments	and	programs	served	by	the	applicant	are	

involved	in	ongoing	collaboration	with	regard	to	achieving	the	stated	objectives	of	the	application.

Information	Requirement	C:		 Equal	Access.	 Provide	an	explanation	of	how	students	at	the	

applicant	institutions,	as	appropriate,	will	have	equal	access	to,	and	derive	benefits	from,	the	UISFL	

program.

Information	Requirement	D:		Supplement	not	Supplant.		Provide	a	description	outlining	that	

each	institution,	combination	or	partnership	will	use	the	Federal	assistance	provided	under	the	

UISFL	program	to	supplement	and	not	supplant	non-Federal	funds	the	institution	expends	for	

programs	to	improve	undergraduate	instruction	in	international	studies	and	foreign	languages.

Information	Requirement	E: Federally	funded	Scholarship	Programs.		Provide	an	explanation	

of	how	the	applicant	will	provide	information	to	students	regarding	federally	funded	scholarship	

programs	in related	areas.

Information	Requirement	F:	Diverse	Perspectives.		Provide	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,	where	applicable.

Information	Requirement	G: Areas	of	National	Need.		Provide	a	description	of	how	the	applicant	

will	encourage	service	in	areas	of	national	need,	as	identified	by	the	Secretary.
31

Government	Performance	and	Results	Act	(GPRA)

What	is	GPRA?

The	Government	Performance	and	Results	Modernization	Act	of	1993 (GPRA)	is	a	straightforward	

statute	that	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	the	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	2007-2013.		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	Department’s	goals,	as	listed	in	the	plan,	are:

Goal	1:	Increase	student	achievement,	reward	qualified	teachers,	and	renew	troubled	schools	so	

that	every	student	can	read	and	do	math at	grade	level	by	2014,	as	called	for	by	the	No	

Child	Left	Behind	Act.

Goal	2: Encourage	more	rigorous	and	advanced	coursework	to	improve	the	academic	

performance	of	our	middle	and	high	school	students.

Goal	3: Work	with	colleges	and	universities	to	improve	access,	affordability,	and	accountability,	so	

that	our	higher	education	system	remains	the	world’s	finest.		

The	performance	indicators	for	the	International	Education	Programs	are	part	of	the	Department’s	plan	

for	meeting	Goal	3.

What	are the	Performance	Indicators for	the	Undergraduate	International	Studies	and	Foreign	

Language	Program?

The	performance	indicators	for	the	International	Education	Programs	are	part	of	the	Department’s	plan	

for	meeting	Goal	3.

The	objective	of	the	UISFL program	is	to	meet	the	nation’s	security	and	economic	needs	through	the	

development	of	a	national	capacity	in	foreign	languages,	and	area	and	international	studies.		Under	the	

Government	Performance	and	Results	Act,	the	Department	will	use	the	following	measures	to	evaluate	

the	success	of	the	program	in	meeting	this	objective.

UISFL Performance	Measures:		

1. Percentage	of	UISFL	projects	that	added	or	enhanced	courses	in	international	studies	in	critical	

world	areas	and	priority	foreign	languages.

2. Percentage	of	UISFL	consortium	projects	that	established	certificates	and/or	undergraduate	

degree	programs	in	international	or	foreign	language	studies.

The	information	provided	by	grantees	in	their	performance	reports	submitted	via	the	electronic	

International	Resource	Information	System	(IRIS)	will	be	the	source	of	data	for	these measures.	
32

Instructions	for	Completing the	UISFL	Application	Package

The	UISFL	application	consists	of	four	parts.		These	parts	are	organized	in	the	same	manner	that	the	

submitted	application	should	be	organized.		The	parts	are	as	follows:		

Part	I Standard	Forms

 Application	for	Federal	Assistance (SF	424)

 Standard	Budget	Sheet	(ED	524),	Sections	A	&	B

 Assurances	Non-Construction	Programs	(SF	424B)

 Disclosure	of	Lobbying	Activities	(SF-LLL)

 Grants.gov	Lobbying	Form	(formerly	ED	Form	80-0013)

 GEPA	Section	427	Requirement

 Department	of	Education	Supplemental	Information	Form	for	SF	424

*Note:		Section	C	– Budget	Narrative	should	be	included	in	the	Budget	Narrative	Files	

section,	along	with	the	detailed line	item	budget.

**Also:		Applicants	must	complete	the	SF-424	form	first	because	the	information	you	

provide	here	is	automatically	inserted	into	other	sections	of	the	Grants.gov	application	

package.		Please	do	not	attach	any	narratives,	supporting	files,	or	application	components	to	

the	Standard	Form	(SF	424).		Although	the	form	accepts	attachments,	the	Department	of	

Education	will	only	review	materials/files	attached	to	the	forms	listed	below.

Part	II Project	Narrative

 ED	Abstract	Narrative	Form (one	attachment;	one	page	limit)

 Project	Narrative	Form (one	attachment;	40	page	limit)

Part	III Other	Narrative	Forms

 UISFL	Program	Profile	Form	

 UISFL	Supplemental	Information	Form	

 Letters	of	Support	(recommended	ten	letter	limit;	two	page	limit	per	

letter)

 Curriculum	vitae	of	key	personnel	(recommended	five	CV limit;	two 		

page	limit	per	CV)

 Sample	evaluation	and	assessment	tools	(recommended	five	

document limit;	no	page	limit)

 Project	timeline	chart	(recommended	one	chart;	no	page	limit)

 Project-Specific	Performance	Measure	Forms	(recommended	two

measures;	one form	per	measure)

 Letter	to	request	Special	Rule	Waiver or	Reduction (if	applicable)

Part	IV: Budget	Narrative	Form

 Detailed	line	item	budget

 Budget	narrative	justification

The	ED	Abstract	Narrative	Form	is	where	you	attach	the	one-page,	single-spaced project abstract.		

It	should	include	the	name	of	the	applicant	institution,	name	and	contact	information	for	the	Project	
33

Director,	whether	you	are	applying	for	a	single	institutional	award	or	a	consortial	award,	and	a	

brief	overview	of	the	proposed	project.

The	Project	Narrative	Forms will	include	the	narrative	sections	addressing	the	program	selection	

criteria	that	will	be	used	to	evaluate	applications	submitted	for	this	competition.		Please	include	a	

Table	of	Contents	as	the	first	page	of	the	project	narrative.		You	must	limit	the	project	narrative	to	

no	more	than	40	pages,	not	including	the	Table	of	Contents.		The	Project	Narrative	should	be	

numbered	consecutively.		

The	Other	Narrative	Forms are	where	you	attach	the	proposal	appendices	listed	above.		Provide	the	

first	attachment	under	the	Mandatory	attachment	heading	and	the	others	under	the	Other	

attachment	heading.		

The	Budget	Narrative	Forms is	where	you	attach	a	detailed	line	item	budget and	budget	narrative	

justification.		Please	provide	an	explicit	detailed	line	item	budget	in	addition	to	the	Section	C	(ED	

Form 524).		The	budget	should	demonstrate	and	justify	that	all	costs	are	reasonable	and	necessary	

to	accomplish	the	proposed	project activities.

NOTE:		Please	do	not	attach	any	narratives,	supporting	files,	or	application	components	to	the	

Standard	Form	(SF	424).		 Although	the	form	accepts	attachments,	the	Department	of	

Education	will	only	review	materials/files	attached	to	the	attachment	forms	listed.		All	

attachments	must	be	in .PDF	format.		Other	types	of	files	will	not	be	accepted.
34

INSTRUCTIONS	FOR	PROJECT	NARRATIVE	

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	all	text	in	the	

application,	including	titles	and	headings.		All	text	in	charts,	tables,	graphs,	footnotes,	

quotations,	references,	and	captions	may	be	single-spaced.		Applicants	may	use of	the	

following	fonts:		Times	New	Roman,	Courier,	Courier	New	or	Arial,	only.		Applications	

submitted	in	any	other	font	(including	Times	Roman	and	Arial	Narrow)	will	not	be	

accepted.		Do	not	use	anything	smaller	than	a	12-point	font.

Include	a	Table	of	Contents	and	a	Project	Abstract.		Please	note	that	the	Project	

Narrative	Form is	limited	to	40	pages.		This	section	will	include	the	discussion	of	

the	selection	criteria.		The	page	limit	does	not	apply	to	the	cover	sheet;	the	budget	

section,	including	the	itemized	line-item	budget	and	budget	narrative;	the	

assurances	and	certifications;	the	one-page,	single-spaced	abstract;	the	table	of	

contents	or	the	appendices.

Before	preparing	the	Project	Narrative,	applicants	should	review	the	Dear	Applicant	Letter,	

the	Federal	Register notice	(Notice),	program	statute,	and	program	regulations	for	specific	

guidance	and	requirements.		Note	that	applications	will	be	evaluated	according	to	the	

specific	selection	criteria	specified	in	the	Notice and	this	package.

The	Secretary	evaluates	an	application	on	the	basis	of	the	broad	criteria	in	34	CFR	655	and	

658	of	the	UISFL	Program	regulations	as	identified	in	this	application	(see	“Authorizing	

Legislation	and	Regulations”).		The	Project	Narrative	should	provide,	in	detail,	the	

information	that	addresses	each	selection	criteria.		The	maximum	possible	score	for	each	

category	of	selection	criteria	is	indicated	in	parenthesis	in	the	Notice.		

To	facilitate	the	review	of	the	application,	provide	responses	to	each	of	the	following	

selection	criteria	in	the	following	order:

1. Plan	of	Operation	(maximum	15	points)

a. Provide	a	brief	introduction	to	your	institution,	program,	and/or	

project.

b. Describe	how	the	design	of	the	project	shows	high	quality.

c. Describe	how	effective	the	plan	of	operation	is	and	to	what	extent	it	

will	ensure	proper	and	efficient	administration.				

d. Describe	to	what	extent	the	objectives	of	the	project	relate	to	the	

purpose	of	the	program.

e. Describe	the	ways	resources	and	personnel	will	be	used	to	achieve	the	

objectives	of	the	project.
35

f. Explain	how	the	applicant	will	provide	equal	access	and	treatment	to	

members	of	racial	and	ethnic	minorities,	women,	handicapped	

persons,	and	the	elderly.

2. Quality	of	Key	Personnel	(Maximum	10	points)

a. Describe	the	project	director(s)	education,	experience	and	other	

qualifications.		Indicate	the	required	time	commitment	of	the	project	

director(s).		Include	any	evidence	of	past	experience	and	training	in	

fields	related	to	the	objectives	of	the	project,	as	well	as	other	relevant	

information	such	as	administrative,	geographic	area,	and	subject	area	

expertise.	

b. Describe	the	other	key	personnel’s	education,	experience	and	other	

qualifications.		Indicate	the	required	time	commitment	and	include	

evidence	of	relevant	experience	as	discussed	above.

c. Show,	as	part	of	the	institution’s	non-discriminatory	employment		

practices,	how	applications	for	employment	from	underrepresented	

groups	(e.g.	members	of	racial	and	ethnic	minority	groups,	women,	

handicapped	persons,	and	the	elderly)	will	be	encouraged.

3. Budget	and	Cost	Effectiveness	(Maximum	10	points)

a. Demonstrate	how	the	budget	supports	the	project	activities	by	

providing	a	detailed	breakout	for	each	year	for	which	Federal	funding	

is	requested.

b. Discuss	the	project’s	cost	effectiveness	and	show	the	relationship	

between	the	cost	of	the	project	and	the	project’s	objectives.

c. Discuss	how	travel	will	be	compliant	with	the	Fly	America	Act	(FAA),	

both	federal	funding	and	matching.

4. Plan	of	Evaluation	(Maximum	20	points)

a. Provide	a	plan	for	evaluating	the	effectiveness	of	the	project.

b. Indicate	the	criteria	to	be	used	to	evaluate	the	results	of	the	project.

c. Describe	the	methods	of	evaluation.		Describe	the	kinds	of	data	to	be	

collected	and	analyzed.		Will	this	provide	an	evaluation	that	is	

objective	and	quantifiable?		Indicate	how	evaluation	results	will	be	

measured	and	used	to	shape	the	development	of	the	project before,	

during,	and	after	activities	take	place.

d. Describe	or	provide	examples	(in	the	appendices)	of	evaluation	tools.		

How	will	these	tools	determine	that	the	project	needs	are	being	met?		

Present	a	proposed	timetable	for	the	evaluation	process.

5. Adequacy	of	Resources	(Maximum	5	points)

a. Describe	the	sources	of	institutional	and	matching	resources	and	how	

they	will	support	the	project.

b. Show	that	the	facilities,	equipment,	supplies	and	other	resources,	

including	where	appropriate,	library	and	language	facilities,	are	

adequate	to	carry	out	the	activities	of	the	project.	
36

6. Commitment	to	International	Studies	(Maximum	15 points

for	Institutional	Applicants;	Maximum	10	points	for	Consortial	Applicants	)

a. Show	current	strengths	as	measured	by	the	number	of	international	

studies	courses	offered.

b. Explain	how	faculty	and	administrators	have	been	involved	in	the	

planning	for	the	implementation	of	the	proposed	program.

c. Describe	the	institutional	commitment	to	the	establishment,	

operation,	and	continuation	of	the	program	as	demonstrated	by	

optimal	use	of	available	personnel	and	other	resources.

d. Show	level	of	institutional	commitment	as	demonstrated	by	the	use	of	

institutional	funds	to	support	program	objectives.	

7. Elements	of	the	Proposed	International	Studies	Program	(Applicable	only	

to	institutional	applicants)	(Maximum	10	points)

a. Describe	how	the	proposed	activities	contribute	to	the	

implementation	of	a	program	in	international	studies	and	foreign	

languages.

b. Show	how	adequate	and	appropriate	the	interdisciplinary	aspects	of	

the	program	are.

c. Demonstrate	how	the	number	of	new	and	revised	courses	will	be	

adequate	to	meet	programmatic	needs.

d. Explain	how	adequate	the	plans	are	for	improving	and	expanding	

language	instruction.

8. Need	for	and	Prospective	Results	of	the	Proposed	Program	(Applicable	

only	to	institutional	applicants)	(Maximum	15 points)

a. Explain	how	the	proposed	activities	are	needed.

b. Explain	how	the	proposed	use	of	Federal	funds	will	result	in	the	

implementation	of	a	program	in	international	studies	and	foreign	

languages.

c. Describe	the	likelihood	of	project	activities	continuing	after	the	

project	ends.

d. Explain	how	program	materials	and	results	will	be	shared	with	other	

institutions	and	organizations/associations.

9. Need	for	and	Potential	Impact	of	the	Proposed	Program	in	Improving	

International	Studies	and	the	Study	of	Modern	Foreign	Languages	at	the	

Undergraduate	Level		(Applicable	only	to	organizations	and	associations)

(Maximum	30	points)

a. Explain	how	the	Federal	funds	will	contribute	to	achieving	results.

b. Explain	how	the	proposed	project	makes	an	especially	significant	

contribution	to	the	improvement	of	the	teaching	of	international	

studies	or	modern	foreign	languages	at	the	undergraduate	level.

c. Demonstrate	how	the	proposed	project	will	have	a	major	regional	and	

national	impact	on	undergraduate	education.
37

d. Demonstrate	how	adequate	the	provisions	are	for	sharing	the	

materials	and	the	results	of	the	proposed	project	with	the	higher	

education	community.	

10. Competitive	Preference	Priority	#1	(Maximum	5	points)

Applications	from	Minority-Serving	Institutions	(MSIs)	(as	defined	in	this	

application)	or	community	colleges	(as	defined	in	this	application), whether	as	

individual applicants or	as	part	of	a	consortium.		A	consortium	must	undertake	

activities	designed	to	incorporate	foreign	languages	into	the	curriculum	of	the	

MSI	or	community	college	and	to	improve	foreign	language	and	international	or	

area	studies	instruction	on	the	MSI	or	community	college	campus.	

Minority-Serving	Institution	(MSI) means	an	institution	that	is	eligible	to	

receive	assistance	under	sections	316	through	320	of	part	A	of	title	III,	under	

part	B	of	title	III,	or	under	title	V	of	the	HEA.

Community	college means	an	institution	that	meets	the	definition	in	section	

312(f)	of	the	HEA	(20 U.S.C.	1058(f));	or,	an	institution	of	higher	education	

(as	defined	in	section	101	of	the	HEA	(20	U.S.C.	1001))	that	awards	degrees	

and	certificates,	more	than	50	percent	of	which	are	not	bachelor’s	degrees	

(or	an	equivalent),	or	master’s,	professional,	or	other	advanced	degrees

We	will	award	either	3	or	5	points	to	an	application	that	meets	this	

priority.		If	an	MSI	or	community	college	is	a	single	applicant,	or	the	lead	

applicant	in	a	consortia	application,	the	application	will	receive	5	

additional	points.		If	an	MSI	or	community	college	is	a	partner	in	a	

consortia	application,	the	application	will	receive	3	additional	points.		If	

neither,	than	the	application	will	not	receive	any	additional	points.		No	

application	will	receive	more	than	5	additional	points.

11. Competitive	Preference	Priority	#2 (0	or	5	points)

Increasing	Foreign	Language	Capacity:		Applications	from	institutions	of	higher	

education	(IHEs),	consortia,	or	partnerships	of	these	institutions	that	require	

entering	students	to	have	successfully	completed	at	least	two	years	of	secondary	

school	foreign	language	instruction	or	that	require	each	graduating	student	to	

earn	two	years	of	postsecondary	credit	in	a	foreign	language	(or	have	

demonstrated	equivalent	competence	in	the	foreign	language)	or,	in	the	case	of	a	

two-year	degree	granting	institution,	offer	two	years	of	postsecondary	credit	in	a	

foreign	language.		

12. Invitational	Priority	#1 (No points)
38

We	encourage	applications	that	propose	programs	or	activities	focused	on	

language	instruction	or	the	development	of	area	or	international	studies	

programs	to	include	language	instruction	in	any	of	the	78	priority	languages	

selected	from	the	U.S.	Department	of	Education's	list	of	Less	Commonly	Taught	

Languages	(LCTLs).

This	list	includes	the	following:		Akan	(Twi-Fante),	Albanian,	Amharic,	Arabic	(all	

dialects),	Armenian,	Azeri	(Azerbaijani),	Balochi,	Bamanakan	(Bamana,	

Bambara,	Mandikan,	Mandingo,	Maninka,	Dyula),	Belarusian,	Bengali	(Bangla),	

Berber	(all	languages),	Bosnian,	Bulgarian,	Burmese,	Cebuano	(Visayan),	

Chechen,	Chinese	(Cantonese),	Chinese	(Gan),	Chinese	(Mandarin),	Chinese	

(Min),	Chinese	(Wu),	Croatian,	Dari,	Dinka,	Georgian,	Gujarati,	Hausa,	Hebrew	

(Modern),	Hindi,	Igbo,	Indonesian,	Japanese,	Javanese,	Kannada,	Kashmiri,	

Kazakh,	Khmer	(Cambodian),	Kirghiz,	Korean,	Kurdish	(Kurmanji),	Kurdish	

(Sorani),	Lao,	Malay	(Bahasa	Melayu	or	Malaysian),	Malayalam,	Marathi,	

Mongolian,	Nepali,	Oromo,	Panjabi,	Pashto,	Persian	(Farsi),	Polish,	Portuguese	

(all	varieties),	Quechua,	Romanian,	Russian,	Serbian,	Sinhala	(Sinhalese),	Somali,	

Swahili,	Tagalog,	Tajik,	Tamil,	Telugu,	Thai,	Tibetan,	Tigrigna,	Turkish,	Turkmen,	

Ukrainian,	Urdu,	Uyghur/Uigur,	Uzbek,	Vietnamese,	Wolof,	Xhosa,	Yoruba,	and	

Zulu.

13. Invitational	Priority	#2 (No points)

Applications	that	propose:

a) Activities	to	improve	the	preparation	of	foreign	language	teachers;

b) Programs	or	projects	that	engage	in	collaborative	activities	with	heritage	

language	centers	or	schools	to	support	the	language	maintenance	and	

development	of	heritage	language	speakers;	or

c) Study	abroad	programs	for	students	to	expand	their	opportunities	for	

learning	world	languages.
39

Guidance	on	Developing	an	Evaluation	Plan

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,	be	specific,	and	have	baselines	

and	targets	that	are	ambitious,	yet	achievable.		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.

IFLE	must	collect	data	from	grantees	to	respond to	the	GPRA	measures	for	each	

program.		ED	IFLE	aggregates	the	GPRA	information	reported	by	all	grantees	to	report	the	

impact	of	each	grant	program	(e.g.,	the	Center	for	International	Business	and	Education	-

CIBE	grant	program	as	a	whole)	to	Congress	and other	interested	stakeholders.	This	

information	contributes	to	ED/IFLE’s	overall	evaluation	of	each	grant	program.	

By	contrast,	individual	project	measures	yield	specific	information	that	enables	grantees	to	

make	mid-course	corrections	in	implementing	their	proposed	projects,	if	necessary.	

Project-specific	evaluation	measures	are	tailored	by	project	leadership	to	that	project’s	

goals.	Project	leadership	may	establish	specific	measures	to	garner	internal	institutional	

support,	attract	and	train	staff,	attract	and	retain	students,	and	sustain	the	project’s	effort	

beyond	the	grant	period.	

Project-specific	measures	will	vary	greatly	between	institutions	that	have	received	IFLE	

grants	before	and	novice	applicant	institutions.	For	example,	an	institution	that is	a	current	

recipient	of	a	CIBE	grant	or	that	has	received	CIBE	grants	in	the	past	might	offer	many	

Study	Abroad	programs.	Based	on	feedback	from	its	prior	project	evaluations,	that	

institution	might	propose	a	new	Study	Abroad	program	in	a	world	region	not	previously	

served,	or	expand	the	duration	of	an	existing	program.	In	this	case,	a	project-specific	

measure	might	be	the	number	of	students	enrolled	in	the	new	program.	However,	a	firsttime	CIBE	applicant	might	propose	to	offer	a	few	short-term	Study	Abroad	summer	

programs	in	its	first	year	as	part	of	a	multi-year	plan	that	includes	expanding	the	world	

regions	served	over	time.	In	this	case,	a	project-specific	measure	might	be	the	number	of	

faculty	qualified	to	lead	a	summer	program	to	specific	world	regions.		
40

The	Government	Performance	and	Results	Act	of	1993	(GPRA)	and	the	GPRA	

Modernization	Act	of	2010	(GPRAMA)

GPRA	and	GPRAMA	are	intended	to	improve	accountability	for	the	expenditure	of	public	

funds,	enhance	congressional	decision-making	by	providing	Congress	with	objective	

information	on	the	effectiveness	of	federal	programs,	and	promoting	federal	programs’	

results,	delivery	of	services,	and	customers’	satisfaction.	Accordingly,	GPRA	and	the	

GPRAMA	mandate	that	federal	agencies,	including	ED,	submit	three	major	products	to	

Congress:	multi-year	strategic	plans,	annual	plans,	and	annual	reports.	To	comply	with	

GPRA	and	GPRAMA,	ED	must	state	clearly	in	these	products	what	it	intends	to	accomplish,	

identify	the	resources	required,	and	report	on	its	progress	annually	to	Congress.	

		

How	has	the	Department	of	Education	Responded	to	the	GPRA	Requirements?

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.”

The	Title	VI	international	education	programs’	overarching	goals	are	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.	The	Fulbright-Hays	programs	provide	

opportunities	for	U.S.	educators	and	postsecondary	students	to	advance	their	studies	of	

foreign	languages,	to	create	and	improve	curriculum,	or	to	conduct	learning	and	research	

activities	in	host	country	settings.	Each	IFLE	grant	program	addresses	a	specific	objective	

related	to	the	overarching	goal.	The	next	section	of	this	document	provides	programspecific	guidance	to	applicants	on	selecting	appropriate	performance	and	evaluation	

measures.		

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	well-designed	evaluation	plan.

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

Impact	and	Evaluation	section	of	the	grant	application.
41

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.	

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.
42

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.

 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-commonlytaught	 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.	
43

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.	
44

Guidance	to	UISFL	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	objective	of	the	UISFL	program	is	to	strengthen	and	

improve	undergraduate	instruction	in	international	studies	and	foreign	languages.

The	Department	has	developed	(and	OMB	has	approved)	the	following	GPRA	measures	to	

evaluate	the	overall	success	of	this	IFLE	grant	program:

 UISFL	GPRA	Measure	1: The	percentage	of	UISFL	projects	that	added or	enhanced	

courses	in	international	studies in	critical	world	areas	and	priority foreign	

languages as	reflected	in	the	course	syllabi.

 UISFL	GPRA Measure	2:	 The	percentage	of	UISFL	consortium	projects	that	

established	certificates	and/or	undergraduate	degree	programs	in	international	or	

foreign	language	studies (consortial	applicants	only).

Applicants	must	define	how	they	will	collect	and	report	data	for	these	measures	when	they	

develop	their	proposed	projects.	Successful	applicants,	later	grantees,	will	be	required	

to	collect	data	on	UISFL GPRA	Measures	1	and	2	and	report	that	data	to	US/ED	in	

their	interim	and	final	performance	reports.

Example	GPRA	Performance	Measure	Form	(PMF)

The	following	information	on	GPRA	Performance	Measures	and	their	related	PMFs	is	for	

applicants’	information	purposes	only.		Applicants	to	the	FY 2014 UISFL program	are	not	

required	to	complete	a	PMF	for	GPRA	Measures 1	and	2	as	part	of	their	application.	 Should	

an	applicant’s	project	be	selected	for	funding,	GPRA	PMFs	will	be	requested	by	the	IFLE	

Program	Office	once	awards	are	made.	Please	also	note	that	all	FY	2014	UISFL grantees	

must	report	on	the	UISFL GPRA	Measures 1	and	2	on	an	annual	basis	as	part	of	their	

regular	online	IRIS	reporting.		Below,	please	find	an	example	of	a	PMF	completed	for	the	

UISFL GPRA	Measures in	Figure	2.	
45

Figure	1:	PMF	for	GPRA	Measures	for	UISFL	Applicants

1.	Performance	

Measures

2.	

Activities

3.	Data/	

Indicator

s

4.	

Freq.

5.	Data	

Source BL T1 T2 T3

A)	An	increase	in	

the	number	of	

courses	that	were	

created	or	

enhanced	for	the	

development	

and/or	expansion	

of	undergraduate	

programs	in	

international	

studies,	foreign	

languages,	or	that	

are	aimed	at	

comprehensive	

internationalization	

on	campus

*	B)	An	increase	in	

the	number	of	

certificates	and/or	

undergraduate	

degree	programs	in	

international	or	

foreign	language	

studies

This	measure	is

for	consortium	

projects	only.

11.1.1 Instructions	for	Completing	GPRA	PMF

1. Performance	Measures	– The	GPRA	measures	are	already	filled	in.

2. Activities	 – Fill	 in	 the	 major	 activities	 your	 institution	 will	 undertake	 to	 support	

achievement	of	the	GPRA	performance	measure	goal.

3. Data	/	Indicators	– State	the	data	or	indicator	that	will	be	used	to	track	progress	of	

each	 activity	 stated	 in	 #2.	 Note	 that	 in	 the	 example	 provided,	 one	 indicator	 is	

synonymous	with	the	performance	measure,	while	the	other	two	indicators	play	a	

supporting	role	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	are	used	to	track	and	demonstrate	progress.)

4. Frequency	 – State	 periodicity	 of	 measurement	 (e.g.,	 Quarterly,	 by	 Semester,	 or	

Annual).
46

5. Data	 Source	 – State	 the	 source	 of	 the	 data	 (e.g.,	 Center	 records	 or	 University	

registrar).

6. Baseline	(BL)	and	Targets	(T1-T3)	– State	the	level	of	each	measure	at	the	time	of	

application	submission	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.

Should	the	UISFL applicant	become	a	grantee,	a	PMF	will	need	to	be	completed	for

the	applicable	GPRA	Measures.		

Details	and	Definitions	Regarding	GPRA	Baseline	Numbers	

In	this	section,	the	applicant	will	find	the	definitions	for	key	words	in	each	measure	and	

some	guidance	on	how	to	calculate	baseline	numbers.

UISFL	GPRA	Measure	1:		Percentage	of	UISFL	projects	that	added	or	enhanced	courses	in	

international	studies	in	critical	world	areas	and	priority	foreign	languages	as	reflected	in	

the	course	syllabi.		

“Critical	world	areas”	and	“priority	foreign	languages”	are	determined	by	the	

Secretary	of	Education	and	a	list	of	such	areas	and	languages	is	posted	on	ED’s	

website	at	www2.ed.gov/programs/iegpsgpa/draft-languages.pdf

UISFL	GPRA	Measure	2:		Percentage	of	UISFL	consortium	projects	that	established	

certificates	and/or	undergraduate	degree	programs	in	international	or	foreign	language	

studies.			
47

Figure	2:	Sample	PMF	for	GPRA	Measures	for	UISFL	Applicants

1.	

Performance	

Measures

2.	Activities 3.	Data/	Indicators 4.Freq 5.	Data	

Source B

L

T

1

T

2

T3

A)	

Percentage1 of	

UISFL	projects	

that	added	or	

enhanced	

courses	in	

international	

studies	in	

critical	world	

areas	and	

priority	

foreign	

languages	as	

reflected	in	

the	course	

syllabi.		

A.1	Introduce	two	new	

strategic	languages	–

Persian	and	Turkish.

A.2	Add	an	

Intermediate	Level	

course	in	Persian	and	

Turkish.

A.3	Add	new	

introductory	

foundational	course	–

Freshman	Seminars	–

to	attract	new	

students	into	Islamic	

Civilization	and	

Societies	major.

 The	number	of	new	

courses	in	new	

languages	not	taught	

previously	that	will	

expand	the	choices	of	

students	

 The	number	of	new	

courses	in		priority	

and/or	less-commonlytaught	languages	at	the	

intermediate	and	

advanced	levels	that	are	

under	development	

 The	number	of	new	

courses	in	priority	

and/or	less-commonlytaught	languages	

offered	at	the	

intermediate	and	

advanced	levels

Annual

Annual

Annual

Center	

records

Univ.

registrar

Univ.

registrar

2

0

2

0

2

0

2

4

0

2

4

4

2

4

4

B)	Percentage	

of	UISFL	

consortium	

projects	that	

established	

certificates	

and/or	

undergraduat

e	degree	

programs	in	

international	

or	foreign	

language	

studies.			

*	Consortial	

Applicants	

Only

B.1	Establishment	of	

an	inter-departmental	

working	group	to	

explore	the	possibility	

of	offering	new	

certificate,	minor,	or	

major	degree	

programs.

B.2	Propose	and	refine	

recommended	new	

certificate,	minor,	or	

major	degree	

programs	to	

appropriate	approval	

committees.

B.3	Recruitment	of	

necessary	faculty	to	

fill	gaps	(if	any)	to	

fully	staff	new	

certificate,	minor,	or	

major	degree	

programs.

 The	number	of	interdepartmental	working	

groups	in	existence

 The	number	of	new	

certificate,	minor,	or	

major	degree	programs	

proposed

 The	number	of	faculty	

needed	to	fill	any	gaps	

to	assure	requisite	

courses	may	be	offered	

 The	number	of	

certificate,	minor	or	

major	degree	programs	

in	priority	and/or	lesscommonly-taught	

languages	or	area	or	

international studies

Annual

Annual

Annual

Annual

Center	

records

Center	

records

Center	

records

Univ.

registrar

0

5

0

0

1

1

2

1

1

1

2

0

2

1

1

1

 
48

Project-Specific	Performance	Measure	Form	(PMF)

The following information on Project-Specific Performance Measures and their related PMFs is 

for applicants to use in completing their applications to the FY 2014 UISFL program. 

Applicants to the program are required to partially complete a minimum of two PMFs for 

Project-Specific Measures as part of their application to the program. Below on Figure 4, please 

find an example of a PMF completed for an example UISFL Project-Specific Measure.

Applicants must submit at least two Project-Specific PMFs, each one with a different Project 

Goal Statement. For each PMF submitted with the application. Items 1 (Project Goal Statement) 

and 2 (Performance Measures) in Figure 3 should be addressed. Should an applicant become a 

grantee, they will be required to submit a completed PMF for approval by the IFLE Program 

Office and report on it as part of the annual online reports in the IRIS system.

Figure	3:	PMF	for	Project-Specific	Measures	for	UISFL	Applicants

1.	Project	Goal	Statement

2.	Performance	

Measures

3.	Activities 4.	Data/	

Indicators

5.	

Freq.

6. Data	

Source

7.	Baseline	and	Targets

BL T1 T2 T3 T4

Instructions	for	Completing	Project-Specific	PMF

 Project	Goal	Statement – Each	project	will	have	more	than	one	goal.	Examples	of	goals	

include	the	following:	 “What	nationally-normed	language	tests	are	now	available?”	“Is	

there	a	need	for	a	Computer	Assisted	Speech	Tool	(CAST)	in	this	arena?”	“Is	CAST	best	

used	as	a	feedback	loop	to	students	and	their	teachers?”
49

 Complete	a	separate	PMF	template	row for	each	project	goal.	State	the	first	projectspecific	goal	in	the	first	(header)	row	of	the	template,	then	proceed	to	step	2.	Repeat	the	

process	for	each	project-specific	goal.		

 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.

 Activities	– Fill	in	the	major	activities	that	the	institution	will	undertake	to	achieve	the	

project-specific	performance	measure	goal.

 Data/Indicators – State	the	data	or	indicators	that	will	be	used	to	track	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.

 Frequency – State	period	of	measurement	(e.g.,	quarterly,	by	semester	or	annually).

 Data	Source – State	the	source	of	the	data	(e.g.,	program	records	or	university	

registrar).

 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	subsequent	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.

*Note:	 Numbers	3-7	are	to	be	completed	if	applicant	is	awarded	a	Fiscal	Year	2014	

UISFL	grant.
50

Figure	4:	Sample	PMF	for	Project-Specific	Measures	for	UISFL	Applicants

2.	

Performance	

Measures

3.	Activities 4.	Data/	Indicators 5.	Freq. 6.	Data	

Source

7.	

BL

T1 T2 T3

A)	

Internationalize	

10%	of	general	

education	

curriculum	with	

new	courses	or	

course	modules	

with	a	focus	on	

India,	Japan,	and	

Jordan	over	the	

next	four	years	

when	compared	

against	the	

baseline.

A.1	Develop	new	

general	education	

courses	with	a	focus	

on	India,	Japan,	or	

Jordan.

A.2	Develop	new	

course	modules	to	

internationalize	

curriculum.

• The	number	of	new	

courses	developed		

with	a	focus	on	

India,	Japan,	or	

Jordan

•	The	number	of	new	

course	modules	

developed		to	

internationalize	

curriculum

Annual

Annual

University	

registrar

University	

registrar

6

20

7

2

8

2

9

2

B)	Increase	

foreign	language	

offerings	by	15%	

and	enhance	30%	

of	existing	foreign	

language	courses	

with	cultural	

content	within	a	

four-year	period	

when	compared	

against	the	

baseline.

B.1	Recruit	and	hire	

additional	qualified	

Hindi,	Japanese,	and	

Arabic	instructors.

B.2	Develop	

conversational	Hindi	

and	Japanese	courses.

B.3	Enhance	existing	

foreign	language	

courses	with	cultural	

content.

 The	number	of	new	

foreign	language	

instructors	hired

 The	number	of	new	

foreign	language	

courses	developed

 The	number	of	

foreign	language	

courses	enhanced

Annual

Annual

Annual

University	

registrar

University	

registrar

University	

registrar

20

40

30

1

3

5

1

3

5

1

3

5

C)	Increase	the	

number	of	students	

who	have	completed	

foreign	language	or	

internationalized	

general	education	

courses	each	year	so	

that	the	university	is	

able	to	reach	its	sixyear	Project	Goal.

C.	1	Inform	incoming	

freshmen	of	new	

graduation	

expectation.

C.2	Disseminate	

information	on	general	

education	courses	that	

have	international	

components.

C.3	Raise	student	

awareness	on	the	

value	of	foreign	

language	and	global	

education	through	

campus	international	

activities.

 Number	of	students	

who	completed	at	

least	one	foreign	

language	course.

 Number	of	students	

who	completed	at	

least	one	

internationalized	

general	study	course.

 Number	of	students	

who	completed	at	

least	two	foreign	

language	or	

internationalized	

general	study	courses	

by	the	time	they	

graduate.

Annual

Annual

Annual

University	

registrar

University	

registrar

University	

registrar

10

13

30

15

15

33

18

20

36

24

25

50
51

8.3 Impact	and	Evaluation	Selection	Criteria

This	section	describes	the	selection	criteria	reviewers	will	use	to	score	the	“Plan	of	

Evaluation”	and	the	“Need	for	and	Results	of	the	Program”	(applicable	only	to	Institutional	

Applicants)	and	“Need	for	and	Impact	of	Project	in	Improving	International	Studies	and	

Foreign	Languages	at	the	Undergraduate	Level”	(applicable	only	to	Organizations	and	

Associations)	narratives	in	submitted	grant	applications.	The	following	questions	in	bold	

are	from	the	“Instructions	for	Project	Narrative”	from	the	UISFL	application.	Each	question	

is	followed	by	guidance	intended	to	help	the	applicant	provide	information	that	will	allow	

reviewers	to	award	the	appropriate	level	of	points	for	the	applicant’s	planned	impact	and	

evaluation	efforts.	

For	all	UISFL	applicants,	to	what	extent	will	the	institution’s,	organization’s,	or	

association’s	programs,	curricula,	teaching	materials	and	internships/study	abroad	

have	a	significant	impact	on	the	university,	community,	region,	and	the	nation	as	

shown	through	indices	such	as	enrollments,	degrees	earned	(majors/minors)	that	

combine	international	studies	and/or	foreign	language	with	business,	health	or	

engineering,	and	graduate	placement	data?

The	UISFL	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	foreign	language	and	area	or	international	studies	programs,	

especially	those	that	are	interdisciplinary	in	nature.	Applicants	should	describe	how	their	

proposed	activities	will	address	the	program’s	goals	and	help	to	meet	the	national	needs	in	

foreign	language,	area,	and	international	studies.

One	way	to	demonstrate	project	impact	is	through	official	records	that	show	substantial	

increases	in	coursework,	enrollment,	and	graduates	in	foreign	language,	area,	or	

international	studies	and	more	qualified	instructors	in	critical	or	priority	languages.	 An	

increase	of	graduates	from	other	disciplines	with	foreign	language,	area,	and	international	

skills	is	also	highly	desirable.	 Applicants	should	also	provide	detailed	information	on	how	

they	plan	to	sustain	undergraduate	international	studies	and	foreign	language	programs	

through	institutionalization	efforts.			Applicants	may	discuss	institutional	commitment	and	

support	as	well	as	faculty	hiring	and	development	in	these	areas. The	Department	looks	for	

projects	that	have	data	supporting	sustainability, impact	and	that	can	be	replicated.		

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	the	Department	of	Education’s	

mission	statement	“to	promote	student	achievement	and	preparation	for	global	

competitiveness	by	fostering	educational	excellence	and	ensuring	equal access,”	but	has	

been	explicitly	written	into	the	regulations	for	the	UISFL	program.	Therefore,	it	is	

important	that	applicants	demonstrate	how	they	intend	to	carry	out	the	equal	access	
52

requirement	surrounding	UISFL	funding.	 Current	statistics	show	that	a	vast	majority	of	

participants	in	international	education	and	study	abroad	students	are	middle	class	

Caucasians,	while	other	minority	ethnic	groups	have	limited	study	abroad	access	and	

opportunity.	(IIE-Open	Doors	2012)

Applicants	should	demonstrate	a	track	record	of	success	in	achieving	the	equal	access	

objective	in	the	past	and,	at	a	minimum,	explain	their	plans	for	outreach	and	retention	

support	in	the	future.	

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?

Please	be	sure	to	review	the	section	entitled	“Guidance	on	Developing	an	Evaluation	Plan”

in	this document.	An	attempt	has	been	made	within	this	guidance	document	to	simplify	and	

demonstrate	the	key	elements	of	a	comprehensive	and	objective	evaluation	plan.	

Applicants	need	to	clearly	express:		Who/what	will	change?	When	do	you	expect	the	

change(s)	to	take	place?	How	much	change	is	expected?	What	are	your	proposed	data	

collection	methodologies?	Do	the	credentials,	qualifications,	and	impartial	status	of	those	

who	will	carry	out	the	evaluation	plan	provide	sufficient	confidence	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?

The	Department	would	like	to	know	how	the	applicant	has	used	project	evaluation	results	

and	findings	to	inform	strategic	and	operational	decision-making	in	the	past.	Applicants	

should	discuss	the	types	of	evaluations	and	studies	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	they	propose	to	do	on	the	current	application.	Especially	

important	to	the	Department	will	be	the	extent	to	which	applicants	may	provide	evidencebased	results	from	past	grant	projects	or	similar	efforts	that	point	to	long-term	outcomes	in	

meeting	the	Program’s	goals	and	how	applicants	propose	to	scale	up	and	institutionalize	

them.

For	organizational	and	association	applicants,	to	what	degree	do	planned	activities	

address	national	needs,	and	generate	information	for	and	disseminate	information	

to	other	institutions	of	higher	education?

Dissemination	of	information	to	other	institutions	of	higher	education	that	addresses	

national	needs	in	critical	languages,	international,	and	area	studies	expertise	is	one	of	the	

overarching	goals	of	the	UISFL	program.	The	range	of	information	may	include:

 A	global	studies/international	studies	program	which	is	interdisciplinary	in	design;

 A	 program	 which	 focuses	 on	 issues	 or	 topics,	 such	 as	 international	 business	 or	

international	health;
53

 An	area	studies	program	and	its	languages;

 An	innovative	 curricula	which	combines	the	teaching	of	international	studies	with	

professional	or	pre-professional	studies,	such	as	engineering;

 Research	for	and	development	of	specialized	teaching	materials,	including	language	

materials;	i.e.,	Spanish	for	Healthcare	Professionals;	or

 Outreach	 material	 for	 internship/study	 abroad	 opportunities	 for	 faculty	 and	

students	in	domestic	and	overseas	settings.

Dissemination	may	serve	to	inform	other	institutions	of	higher	education	of	how	the	

applicant	is	meeting	national	needs	as	well	as	promoting	more	awareness	and	interest	in	

supporting	foreign	language,	international,	and	area	studies.	Dissemination	can	occur	

through	a	number	of	different	channels	and	have	different	intended	audiences	and	goals.	

The	effort	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.	

Answers	to	this	question	may	include	postings	on	internet	sites,	presentations	at	

conferences	and	workshops,	and	articles	published	in	peer	reviewed journals,	as	well	as	

one-on-one	technical	assistance	for	faculty	that	show	an	interest	in	adopting	an	innovative	

curriculum	or	an	entire	interdisciplinary	program.	This	is	a	non-exhaustive	illustrative	list	

only.	Each	applicant	needs	to	express	what	mechanisms	they	have	used	and	will	continue	

to	use,	as	well	as	any	new	mechanisms	they	intend	to	initiate	that	will	assist	them	in	

generating	and	disseminating	information	that	addresses	national	needs.

For	all	UISFL	applicants,	what	is	the	applicant’s	record	of	placing	students	into	postgraduate	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?

Placement	into	post-graduate	employment,	education,	or	training	in	areas	of	national	need	

is	of	paramount	importance	to	UISFL’s	congressional	funders,	OMB,	the	Department	of	

Education’s	Budget	Service,	and	IFLE	senior	leadership.	Efforts	to	not	only	track	those	

placement	results,	but	also	to	assist	graduates	in	the	placement	process	are	considered	

critical	roles	of	a	successful	UISFL	grantee.	Applicants	should	highlight	successful	strategies	

that	were	used	to	overcome	difficulty	in	tracking	graduates	after	they	leave	programs	in	

order	to	obtain	reliable	data	on	post-graduate	employment	and/or	continued	

international/foreign	language	study	and	how	these	strategies	will	be	implemented	with	

future	grant	participants.	Applicants	should	present	their	track	record	and	emphasize	

ongoing	initiatives	that	rise	to	the	level	of	a	Promising	Practice.

				
54

Instructions	for	Budget	Summary	Form

&	Itemized	Line	Item	Budget

NOTE:		Applicants	to	the	UISFL	program	must	submit	(1)	a	budget	information	form	to	

categorize	requested	funds	(ED	Form	524,	Sections	A	&	B),	AND (2)	a	detailed	line	item	

budget	with	budget	narrative	justification.	

The	budget	information	form,	detailed	line	item	budget	AND	the	accompanying	

budget	narrative	must	include	funding	for	each	year	that	it	is	requested.		Information	

must	be	included	for	Years	1	and	2	for	institutional	applicants.		For	consortial	applicants,	

please	provide	information	on	Years	1,	2,	and	3.		

It	is	suggested	that	applicants	organize	their	budgets	using	either	two	columns	or	

categories	to	indicate	funding	streams	as	follows: 1)	federal	funds	(UISFL	program)	

requested;	2)	applicant	and	other	institutional	cost	share	funds	to	be	provided.		(Please	

note	that	matching	is	required	unless	applicant meets	the	SPECIAL	RULE.)		Applicants	

should	describe	how	all	costs	support	project	activities.

*For	applicants	who	meet	the	SPECIAL	RULE,	it	is	recommended	that	any	amount	of	cost	

share that	is	possible	be	provided	to	show	support	for	the	proposed	project.		

For	each	line	item,	provide	detailed	costs	and	narrative	justification	to	support	your	

request.		Please	check	all	figures	and	combined	totals	and	compare	the	line	item	budget	

figures	to	those	on	the	ED	Form	524	for	both	Sections	A	&	B.		

Among	the	costs	that	may	be	supported	with	grant	funds	are:

1. Personnel:		Enter	only	the	project	personnel	salaries	and	wages.		[Fees	and	expenses	

for	consultants	should	be	included	on	line	8	– “Other”.]		The	budget	should	include	

the	total	commitment	of	time	and	the	total	salary	to	be	charged	to	the	project	for	

each	key	staff	member.		A	breakdown	of	project	personnel	should	include:	position	

titles;	specific	time	commitments	to	project	for	each	staff	person	in	days/months	or	

in	percentage,	and	other	relevant	information.	

2. Fringe	Benefits:		Enter	the	amount	of	fringe	benefits.		The	institution’s	normal	fringe	

benefit	contribution	may	be	charged	to	the	program.		Leave	this	blank	if	fringe	

benefits	applicable	to	direct	salaries	and	wages	are	treated	as	part	of	the	indirect	

costs.		In	the	budget,	include	an	explanation	and	appropriate	justification	if	the

institution’s	normal	fringe	benefit	contribution	exceeds	20	percent	of	salaries.

3. Travel:		Provide	the	costs	for	project	personnel.		[Consultants’	travel	should	be	

included	on	line	8	– “Other”.]		Indicate	the	number	of	people	traveling,	whether	they	

are	faculty	or	administrative	personnel,	where	the	group	is	traveling	to,	and	a	

breakdown	of	the	travel	costs.		Transportation	costs	should	not	exceed	economy	
55

class	airfare.		For	automobile	mileage,	the	established	institution	rate	should	be	

used.		Per	diem	at	the	established	institution	rate	is	permitted	when	an	individual	is	

away	from	home	overnight	on	official	project	business	(see	OMB	Circular	A-21,	

J.48.c	- Commercial	Air	Travel).		Foreign	travel	can	be	authorized	under	the	grant,		

but	should	be	compliant	with	the	“Fly	America	Act”.		Please	include	in	your	travel	

budget	funds	to	travel	to	the	annual	UISFL	project	directors’	meeting.		Allowable	

expenses	regarding	this	meeting	includes,	airfare	and	ground	transportation,	hotels,	

conference	fees,	meals	and	incidentals.	

4. Equipment:		Indicate	the	cost	of	equipment	-- non-expendable	personal	property	

necessary	for	accomplishing	project	objectives	such	as	a	computer, which	has	a	

usefulness	of	greater	than	one	year.	Equipment	costs	may	not	exceed	five	(5%)	

percent	of	the	grant	amount	requested.

5. Supplies:		UISFL	funds	can	cover	the	purchase	of	books,	artifacts,	and	other	teaching	

materials.		An	itemized	list	of	supplies	and	the	proposed	costs	for	each	should	be	

provided.		It	should	be	clear	how	these	tie	into	project	objectives.

6. Contractual:		Not	applicable.		Leave	blank.

7. Construction:		Not	applicable.		Leave	blank.

8. Other:		Other	miscellaneous	costs	may	be	requested	in	this	section.		Examples	may	

include	the	costs/fees	for	consultants	and	consultants’	travel,	rental	of	instructional	

facilities,	equipment	rental,	communication	costs,	and	printing	costs.		A	clear	

breakdown	should	be	provided	for	how	all	costs	were	calculated.

Evaluators	and	Consultants:		If	the	project	proposes	to	use	outside	evaluators	and	

consultants,	provide	a	detailed	breakdown	of	the	costs	(daily	fees	to	be	paid,	

estimated	number	of	days	of	services,	and	all	travel	expenses,	including	per	diem).		

Cost	allowances	for	consultant	fees,	honoraria,	per	diem,	and	travel	should	not	

exceed	amounts	permitted	by	comparable	institutional	policies.		

9. Total	Direct	Costs:		Provide	the	total	direct	costs	requested.

10. Indirect	Costs:		Provide	the	amount	of	indirect	costs	that	you	propose	to	charge	

against	the	grant.	

Remember:		Indirect	costs	are	limited	to	eight	percent	(8%)	of	the	total	direct	cost	

base	for	both	institutional	request	and	match.	

11. Training	Stipends:		Not	applicable.		Leave	blank.

12. Total	Costs:		Provide	the	total	you	are	requesting	from	the	UISFL	program.		
56

Undergraduate	International	Studies	and	Foreign	Language	

Program FY	2014 Application	Checklist

Use	This	Checklist	While	Preparing	Your	Application.		All	items	listed	on	this	

checklist	are	required.		

Part	I:		 Standard	Forms		

 Application	for	Federal	Assistance	(SF	424)*

 Standard	Budget	Sheet	(ED	524),	Sections	A	&	B

 SF	424	B	– Assurances	Non-Construction	Programs

 Disclosure	of	Lobbying	Activities (SF-LLL)

 Grants.gov	Lobbying	Form (formerly	ED	Form	80-0013)

 GEPA	Section	427	Requirement

 Department	of	Education	Supplemental	Information	Form	for	SF	424	

Part	II:		 Project	Narratives

 ED Abstract	Narrative	Form (one	attachment;	one	page	limit)

 Project	Narrative	Form (one	attachment;	40	page	limit)

Part	III:		 Other	Narrative Forms

 UISFL	Program	Profile	Form

 UISFL	Supplemental	Information	Form

 Letters	of	Support	(recommended	no	more	than	ten	letters;	2	page	limit	per	

letter)

 Curriculum	vitae	of	key	personnel	(recommended	no	more	than	five	CV’s;	2	

page	limit	per	CV)

 Sample	evaluation	and	assessment	tools	(recommended	no	more	than	five

documents;	no	page	limit)

 PMF	forms	(one	per	measure)

 Letter	to	request	Special	Rule	Waiver or	Reduction (if	applicable)

Part	IV:		 Budget	Narrative	Forms

 Detailed	line	item	budget

 Budget	narrative	justification

*Do	not	attach	any	narratives,	supporting files,	or	application	components	to	the	Standard	

Form	(SF	424).		Although	this	form	accepts	attachments,	the	Department	of	Education	will	

only	review	materials/files	attached	to	the	attachment	forms	listed	above.			

Attachments	must	be	submitted	in	.PDF	format only.
57

Paperwork	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	110	hours	per	response,	including	time	for	reviewing	

instructions,	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	USC	1124).			

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	the	IFLE	

program	office,	202-502-7000.