UNPACKING SELECTION CRITERIA 1-6 FY 2010 National Resource Centers Program

1. UNPACKING SELECTION CRITERIA 1-6 FY 2010 National Resource Centers Program Foreign Language and Area Studies Fellowships Program Presentation by: Cheryl E. Gibbs, Senior Program Officer International Education Programs Service February 2-3, 2009

2. PEER READERS’ BEATTITUDE And seeing the multitude of applications, they went into a room, and when they were set, they opened their mouths and exclaimed: “BLESSED are the applications that are complete, clear, and reader-friendly, for they shall obtain mercy.” Mercy < Lat. Reward. Kind and compassionate treatment

3. Commitment to the Subject Area on Which the Center FocusesCriterion 1 A. & B. To what extent does the institution provide financial and other support to: • Operation of the Center or Program • Teaching staff for the applicant’s subject area • Library resources for the applicant’s subject area • Linkages with institutions abroad • Center outreach activities (NRC applicants) • Students in fields related to the Center’s teaching program (NRC applicants)

4. Commitment to the Subject Area Operation of the Center Be clear about what costs are included in the amount cited for operating your center. • Rent • Equipment purchases • Administrative costs • Supplies • Faculty salaries (Number of and departments represented in the costs) Teaching Staff for the Center Cite recent number of faculty hires and tenure track appointments related to the Center’s subject area, where the positions “reside”, and total institutional support for these positions Cite support for faculty grants for conferences, research grants, professional development

5. Commitment to the Subject Area Identify administrative units within the institution that are sharing the Center’s or Program’s costs Library Resources Summarize support for library acquisitions and personnel, with cross reference to “Strength of Library” section Mention institutional support for non-library resources, too, such as center related materials for language labs and other state of the art facilities that benefit faculty and students

6. Commitment to the Subject Area Linkages with Institutions Abroad Cite linkages with institutions abroad, including number of established programs/agreements, locations, and recent participation rates; talk about current initiatives towards establishing affiliations overseas Outreach Activities Summarize institutional support for outreach activities and personnel and refer the readers to the “Outreach Activities” narrative . Qualified Students in Fields Related to the Center’s programs Describe financial support available to undergraduate and graduate students undergoing training in fields related to the Center’s teaching program, e.g., fellowships, scholarships, assistantships, internships. For FLAS fellows, mention tuition/fee waivers provided by the institution

7. Commitment to the Subject Area • Secure institutional support for Center activities well in advance of writing the proposal • Gather information and data early. Request information and data from appropriate offices well in advance of putting the proposal together • Set realistic due dates for information gathering tasks and adhere to those due dates

8. Commitment to the Subject Area • Talk about current institutional support and promises for support in the future • Mention departmental commitments to supporting faculty lines seeded with NRC funds • Use cross-references effectively • Use tables and charts that provide information that responds to multiple questions

9. Quality of Curriculum DesignCriterion 2 • Something to think about: • Curriculum design, like other types of design, takes the following basic design principles into consideration: • Structure • Accessibility • Client’s needs • Integrity

10. Quality of Curriculum Design • To what extent has the Center’s curriculum incorporated undergraduate instruction in the applicant’s area or topic of specialization into baccalaureate degree programs (for example, major, minor, or certificate programs)? To what extent are these programs and their requirements (including language requirements) appropriate for a Center in this subject area and will result in an undergraduate training program of high quality? In responding to these factors, describe--

11. Quality of Curriculum Design • Programs that relate to the subject area for which you are requesting Title VI support • Area/International studies baccalaureate degree programs available to undergraduate students & the requirements. Number of students graduating from these programs in recent year(s) • Degree programs in the related Foreign languages and cultures.

12. Quality of Curriculum Design • Your institution’s undergraduate area/international studies major, minor, and certificate programs, the requirements, and the number of students graduating from each program in a recent year or timeframe • Additional curricular options available to undergraduates, such as overseas workshops held in conjunction with special classes, or directed research colloquia focused on your subject area

13. Quality of Curriculum Design • Examples from FY 2006 proposals: • “Undergraduates are introduced to South Asia through a course specifically designed for them, a two-quarter sequence on SA Civilization or a one-quarter version of the sequence taught in India. Annually bout 60 students from the College enroll in these courses.”

14. Quality of Curriculum Design “The BA degree in SE Asian Studies administered by CSEAS is multidisciplinary and requires 30 credits (at least 10 courses) on SE Asia (distributed in humanities and social sciences), and at least 2 years of proficiency in a SE Asian language. Students balance gateway and survey courses with appropriate capstone seminars.” B. To what extent does the Center’s curriculum provide training options for graduate students from a variety of disciplines and professional fields? (Comprehensive NRC and FLAS applicants) To what extent are these programs and their requirements (including language requirements) appropriate for a Center in this subject area and will result in graduate training programs of high quality? (Comprehensive NRC and FLAS applicants) In responding to these factors, describe--

15. Quality of Curriculum Design • Your institution’s graduate area/international studies major, minor, and certificate program and the requirements, Include information about special options for graduate-level professional school students.

16. Examples: “In 2004-05, 62 M.A., M.Phil. And Ph.D degrees were awarded. EALAC offers M.A.., M.Phil, and Ph.D programs in literature, philosophy, and religion. History and EALAC offer a joint History-East Ph.D. “ The Weatherhead East Asian Institute provides advanced interdisciplinary training in modern East Asian studies for students in all the professional and graduate schools. The WEAI requires that students pass the 4th year language proficiency exam and take ate least 7 non-language courses, of which are in the histories of the region, and at least two of which deal with parts of the region other than the student’s country of language specialization.” “The School of Law offers a cooperative certificate, Pacific-Asian Legal Studies . Students receive credit for externships in China, Singapore, Hong Kong and Japan. The School of Medicine , Department of Complementary and Alternative Medicine requires 15 credits of coursework in the medical school and in qualifying courses in other UH departments.” Quality of Curriculum Design

17. Quality of Curriculum Design • To what extent does the applicant provide academic and career advising? • In responding to this factor, describe-- • WHO provides the advising services:Affiliated faculty, Center administrators, Institution, Department, Center faculty • WHAT kinds of advising services:Workshops, Job Fairs, Info Sessions, Newsletters, Library and Lab Orientations, Study Abroad Opportunities • To what extent has the applicant established formal arrangements for students to conduct research or study abroad, and to what extent do students use these arrangements?

18. Quality of Curriculum Design In responding to this factor, describe— • ESTABLISHED AFFILIATIONS & PROGRAMS:Summer overseas and year-long programs; overseas research opportunities; language programs; locations and # of students who have used the programs during a specific time period To what extent does the applicant facilitate student access to other institutions’ study abroad and summer language programs? In responding to this factor, describe--

19. Quality of Curriculum Design • ACCESS:study abroad programs andsummer language programs (U.S. or abroad) sponsored by other institutions • APPLICATION AND ADVISING PROCESSfor students interested in studying abroad • PARTICIPANTS:provide data comparing students’ use of your institution’s programs vs other institutions’ programs • CONSORTIAL ARRANGEMENTS:List institutional partnerships that you have established or are exploring

20. Quality of Applicant’s Non-Language Instructional Program Criterion 3 • Decide what information is best expressed in narration and what is best expressed in tables or charts . Include information in your tables and charts that responds to multiple subsections • Use cross-references to other sections of the application narrative and appendices that relate to this criterion and its subsections. It isn’t necessary to repeat info under each subsection

21. Quality of Applicant’s Non-Language Instructional Program • Indicate percent of time each faculty dedicates to area or international studies courses • Indicate the percent of area or international content for courses. The range is 25% - 100% • Gather course list data for the following years: • 2010-2011: Courses to be offered • 2009-2010: Courses being offered and undergraduate and graduate enrollments, (if available) • 2008-2009: Courses and undergraduate and graduate enrollments

22. Quality of Applicant’s Non-Language Instructional Program • To what extent does the applicant offer a variety of non-language disciplines, and for area studies programs, cover the countries of the area? • Count non-language courses with minimum 25% content devoted to your center’s subject area • Include courses taught in foreign languages by non-language departments and their faculty • Include courses for which students may receive credit in several departments separately, as “area/international studies” or “interdisciplinary”

23. Quality of Applicant’s Non-Language Instructional Program • Present information that shows coverage of the countries that the Center or Program focuses on. For example a table showing disciplines, the # of courses with 100% county focus and # of courses with less than 100% country focus To what extent are courses in the applicant’s subject matter available in the institution’s professional schools? (Comprehensive NRC and FLAS applicants) Provide a clear statement or a visual that conveys the # of courses offered through graduate professional schools or programs. Describe the extent to which students are able to and actually do enroll in these courses

24. Quality of Applicant’s Non-Language Instructional Program B.To what extent does the applicant offer depth of specialized course coverage in one or more disciplines of the applicant’s subject area? C. To what extent are interdisciplinary courses offered for -- Undergraduate students? (UG NRC) -- Undergraduate and graduate students? (COMP NRC) -- Undergraduate and graduate students? (FLAS) D. Are sufficient numbers of non-language faculty available to teach the courses described in the narrative and course list?

25. Quality of Applicant’s Non-Language Instructional Program Key words: sufficient and available The question is, again, about disciplinary coverage but from the faculty angle. You may convey the response in a brief narrative or in a visual, but the key is to indicate the number of 25% through 100% area focused faculty in each discipline To what extent are instructional assistants (if any), provided with pedagogy training? Scope of their training and procedures for training Training schedule Evaluation procedures Mentors/Advisors

26. Quality of Applicant’s Language Instructional Program Criterion 4 • The obvious: Involve language specialists in the proposal writing • Discuss language courses that are taught through the Center and/or through the language departments on campus(es) • Use CV and Course List cross references • Use tables and charts effectively • Include information about your academic year intensive language offerings • Include information about your summer language programs • Key task: Demonstrate your institution’s CAPACITY to offer the language programs you are describing

27. Quality of Applicant’s Language Instructional Program • To what extent does the applicant provide instruction in the languages of the applicant’s subject area? To what extent do students enroll in study of the languages of the subject area through programs or instruction offered by you or other providers? B. To what extent do you provide three or more levels of language training? To what extent are courses in disciplines other than language, linguistics, and literature offered in appropriate foreign languages?

28. Quality of Applicant’s Language Instructional Program In responding to A,B,and C, communicate the following: • Levels of classroom instruction offered (Years 1-5) • Total number of sections offered at each level • Total number of students enrolled in each level in one year • Total number of faculty teaching each language • Whether any of the levels is offered as “intensive courses” • Whether additional levels are offered “on-demand” or as “independent study”

29. Quality of Applicant’s Language Instructional Program • Whether you offer an intensive summer language program • Total number of students enrolled in the summer language program in previous summer • Whether specialized advanced courses in the language are taught through the language department • List courses taught in a foreign language of the Center’s subject area and by non-language faculty

30. Quality of Applicant’s Language Instructional Program C. Are sufficient numbers of language faculty available to teach the language and levels of instruction described in the narrative and course list? CAUTIONARY NOTE: If one faculty member teaches in more than one language, do not misrepresent that person as fully available for both languages. To what extent have language teaching staff (faculty and instructional assistants) been exposed to current language pedagogy training appropriate for performance-based teaching? Workshops, research, or materials development

31. Quality of Applicant’s Language Instructional Program D. The quality of language program as measured by: Performance-based instruction being used or developed Adequacy of resources for language teaching and practice Language proficiency requirements Your response should include-- a.) Institutional language proficiency requirements b.) Instructional methodology c.) Language competency goals d.) Resources for faculty and students, such as language lab; library; instructional materials; language proficiency maintenance opportunities; etc e.) How and when students’ proficiency levels are assessed

32. Strength of Library Criterion 5 • Subject area holdings: print, non-print, English and foreign language for educational levels you serve • Institutional support for acquisitions and staff • Your students’ access to research materials at other institutions through cooperative arrangements with other libraries or online databases • Access by teachers, students, and faculty from other institutions to your library holdings

33. Quality of Staff ResourcesCriterion 6 A. To what extent are the teaching faculty and other professional staff members qualified for the current and proposed center activities and training programs? To what extent are professional development opportunities, including overseas experience for faculty and staff made available? How much time will your faculty and administrators commit to teaching, supervision, and advising of students?

34. Quality of Staff Resources B. To what extent are faculty from a variety of departments, professional schools, and the library represented in the applicant’s center or program oversight arrangements? How adequate are the staffing plans for the center’s administration and outreach activities? To what extent does the applicant as part of its non-discriminatory practices, encourage applications for employment from persons who are members of groups that have been traditionally underrepresented, such as members of racial or ethnic minority groups, women, persons with disabilities, and the elderly?

35. Quality of Staff Resources • Staff resources will be evaluated in relation to your proposed project activitiesas well as current activities. • Mention (briefly) the proposed activities and how the persons’ experience and training uniquely qualify them to carry out the proposed activities. • Include the role and brief summary for the: Director Assistant Director Outreach Coordinator FLAS Coordinator The Executive Committee Administrative Support Staff

36. Quality of Staff Resources • Indicate professional development opportunities, including overseas experiences for faculty and staff, e.g., conferences, formal training courses, language training, research opportunities, etc. • Briefly lay out the Center’s organizational structure and how it operates (who reports to whom, etc.) • CV’s are integral to this criterion. Do not put info in narrative that is in the CV’s. The narrative gives the overview of resources, and the CV’s provide the details.