15-HEC-final to post.pdf

Higher Education Challenge (HEC) Grants Program

(2015)Request for Applications (RFA)

APPLICATION DEADLINE: March 19, 2015

ELIGIBILITY: See Part III, A of RFA

Award Amount: $4.77 million

NATIONAL INSTITUTE OF FOOD AND AGRICULTURE; U.S. DEPARTMENT OF

AGRICULTURE

HIGHER EDUCATION CHALLENGE (HEC) GRANTS PROGRAM

INITIAL ANNOUNCEMENT

CATALOG OF FEDERAL DOMESTIC ASSISTANCE: This program is listed in the Catalog of Federal Domestic Assistance under 10.217.

DATES: Applications must be received by 5:00 p.m. Eastern Time on March 19, 2015.

Applications received after this deadline will normally not be considered for funding (see Part IV, C. of this request for applications (RFA)). Comments regarding this RFA are requested within 6 months from the issuance of this notice. Comments received after that date will be considered to the extent practicable.

STAKEHOLDER INPUT: The National Institute of Food and Agriculture (NIFA) seeks your comments about this RFA. We will consider the comments when we develop the next RFA for the program, if applicable, and we’ll use them to meet the requirements of section 103(c)(2) of the Agricultural Research, Extension, and Education Reform Act of 1998 (7 U.S.C. 7613(c)(2)).

Submit written stakeholder comments by the deadline set forth in the DATES portion of this Notice to: Policy@nifa.usda.gov. (This e-mail address is intended only for receiving comments regarding this RFA and not requesting information or forms.) In your comments, please state that you are responding to the Higher Education Challenge Grants Program RFA.

EXECUTIVE SUMMARY: NIFA requests applications for the Higher Education Challenge (HEC) Grants Program for fiscal year (FY) 2015 to enable colleges and universities to provide the quality of education necessary to produce baccalaureate or higher degree level graduates capable of strengthening the Nation’s food and agricultural scientific and professional workforce.

The amount available for support of this program in FY 2015 is approximately $4.77 million.

This notice identifies the objectives for HEC projects, the eligibility criteria for projects and applicants, and the application forms and associated instructions needed to apply for a HEC grant.

mailto:Policy@nifa.usda.gov

Table of Contents

PART I—FUNDING OPPORTUNITY DESCRIPTION

A. Legislative Authority and Background B. Purpose and Priorities C. Program Area Description

PART II—AWARD INFORMATION

A. Available Funding B. Types of Applications C. Grant Types D. Project Duration E. Number and Size of Grant Awards F. Application Submission & Award Limitations G. Funding Limitations per Institution H. Responsible and Ethical Conduct of Research

PART III—ELIGIBILITY INFORMATION

A. Eligible Applicants B. Cost Sharing or Matching

PART IV—APPLICATION AND SUBMISSION INFORMATION

A. Electronic Application Package B. Content and Form of Application Submission C. Submission Dates and Times D. Funding Restrictions E. Other Submission Requirements

PART V—APPLICATION REVIEW REQUIREMENTS

A. General B. Evaluation Criteria C. Conflicts of Interest and Confidentiality D. Organizational Management Information E. Application Disposition

PART VI—AWARD ADMINISTRATION

A. General B. Award Notice C. Administrative and National Policy Requirements D. Expected Program Outputs and Reporting Requirements

PART VII—AGENCY CONTACT

PART VIII—OTHER INFORMATION

A. Access to Review Information B. Use of Funds; Changes C. Confidential Aspects of Applications and Awards D. Regulatory Information E. Definitions

PART I—FUNDING OPPORTUNITY DESCRIPTION

A. Legislative Authority and Background

Legislative Authority

Section 1405 of the National Agricultural Research, Extension, and Teaching Policy Act of 1977 (NARETPA), as amended, (7 U.S.C. 3121) designates the U.S. Department of Agriculture (USDA) as the lead Federal agency for agriculture research, extension and teaching in the food, agricultural, natural resources and human sciences. Authority for this program is contained in section 1417(b)(1) of NARETPA (7 U.S.C. 3152(b)(1)). Section 1417 of NARETPA authorizes the Secretary of Agriculture, who has delegated the authority to the Director of NIFA, to make competitive grants to strengthen institutional capacities to respond to identified State, regional, national or international educational needs to formulate and administer programs to enhance college and university teaching in agriculture, natural resources, forestry, veterinary medicine, human and family and consumer sciences, disciplines closely allied to the food and agricultural system, and rural economic, community and business development.

Background

The Higher Education Challenge (HEC) Grants Program is a NIFA-administered competitive grants program focused on improving formal, baccalaureate or master’s degree level food, agricultural, natural resources, and human sciences (FANH) education and first professional degree-level education in veterinary medicine (DVM). HEC projects provide funding to eligible applicants to help ensure a competent, qualified and diverse workforce will exist to serve the FANH sciences system. At the same time, HEC-funded projects improve the economic health and viability of communities through the development of degree programs emphasizing new and emerging employment opportunities. Finally, HEC projects address the national challenge to increase the number and diversity of students entering the FANH sciences (i.e., having a FANH sciences workforce representative of the Nation’s population).

Therefore, applications submitted to this grants program must state how the funded project will address the HEC Program Goals:

1. To enhance the quality of instruction for baccalaureate degrees, master’s degrees, and first professional degrees in veterinary sciences, in order to help meet current and future national food, agricultural, natural resources, and human (FANH) sciences workplace needs.

2. To increase the number and diversity of students who will pursue and complete a postsecondary degree in the food, agricultural, natural resources and human (FANH) sciences

B. Purpose and Priorities

The Higher Education Challenge (HEC) program directly aligns with the Research, Education, and Economics Action Plan (March 2014 version) (http://www.ree.usda.gov/ree/news/USDA_REE_Action_Plan_03-2014.pdf) and specifically addresses: Goal 6 – Education and Science Literacy. The HEC program is also aligned with the NIFA Strategic plan (2014-2018) (http://nifa.usda.gov/about/pdfs/strat_plan_2014.pdf ), specifically addressing Strategic Goal No 1, (Science – Catalyze exemplary and relevant research, education, and extension programs); Subgoal 1.7 – (Ensure the development of human capital, communities, and a diverse workforce through research, education, extension and engagement programs in food and agricultural sciences to support a sustainable agriculture system).

This RFA incorporates comments received in previous years, including:

1. Focus: All HEC-funded projects shall focus on improving the quality of academic instruction within the FANH sciences education system, at the baccalaureate, masters, and DVM levels, in order to develop graduates who are capable of entering the FANH sciences workforce with occupational competencies expected by employers.

2. Scale: All HEC-funded projects shall create ways to maximize available educational resources, encourage partnerships, and reduce duplication of efforts among participating academic institutions. Projects shall also demonstrate the potential for adoption by other academic institutions.

3. Impact: All HEC-funded projects shall seek to create measurable impacts. Impacts are defined as anticipated benefits to the target project audience. Measuring impacts begins with a comprehensive Project Evaluation Plan that includes developing assessment instruments. The Project Evaluation Plan explained in Part I, C.3., provides further, specific guidance on the importance of measuring impacts.

HEC-funded projects encourage academic institutions, in partnership with organizations and employers, to work collectively to identify and address a state or regional challenge or opportunity facing the FANH sciences education and workforce community. An application submitted to the HEC grants program shall propose comprehensive and coordinated activities to address that challenge or opportunity. HEC-funded project activities with the potential to demonstrate a state or regional impact on increasing the number, quality, diversity, and retention of baccalaureate, master’s degree, and DVM students, are highly encouraged. Accordingly, projects are encouraged that are submitted by (or are in partnership with) eligible, minority-serving academic institutions.

HEC-funded activities could include, but are not limited to, developing, evaluating, and disseminating:

• Exceptional educational, laboratory, or related curricular materials in areas that contribute to any of the FANH sciences disciplines;

• Instructional delivery methods to improve student retention of academic content, and/or http://www.ree.usda.gov/ree/news/USDA_REE_Action_Plan_03-2014.pdf http://nifa.usda.gov/about/pdfs/strat_plan_2014.pdf

• Professional development approaches to improve the capacity of faculty and teaching assistants to provide effective and up-to-date instruction.

As noted in the December 2012 President’s Council of Advisors on Science and Technology (PCAST) report to the President on Agricultural Preparedness and the Agriculture Research Enterprise, “At the baccalaureate level, a comprehensive array of undergraduate programs relevant to agriculture and the food industry, as well as applied social and natural sciences, must remain strong and well-supported”. The full PCAST report is available at:

http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdf

Accordingly, HEC-funded project activities shall support the creation, adaptation, and adoption of learning materials and teaching strategies to operationalize what we know about how students learn. Many of these concepts are identified in the National Research Council’s publication: How People Learn, available at: http://books.nap.edu/catalog.php?record_id=9853. HEC-funded projects shall also focus on imparting both technical knowledge as well as ‘soft’ skills such as communication, team work, and problem solving, as these are abilities expected by employers.

These concepts may be found in the publication: Comparative Analysis of Soft Skills: What is Important for New Graduates?, available at: http://www.aplu.org/document.doc?id=3414.

Projects shall also promote faculty expertise and encourage widespread implementation of educational innovation. This solicitation especially encourages projects with the potential to transform classroom practices at the institutional level, projects that improve our current understanding of how students learn most effectively, and/or projects that improve faculty adoption of effective instructional approaches.

The intent of a HEC-funded project is to make a significant positive impact on the challenge or opportunity being addressed, with the expectation that benefits will continue to accrue after NIFA funding ends. Projects are expected to encourage broad participation of students traditionally underrepresented in the FANH science disciplines. All projects should be grounded by concepts documented in relevant background literature promoting innovations in education and student learning, and show an awareness of relevant prior institutional experience and expertise.

Educational instrumentation and equipment requests are appropriate expenses in HEC-funded projects. However, such purchases must directly support the specific student learning outcome proposed by the grant application. Convincing documentation and justification for such expenses are required in the grant application.

Leadership Skills Development

The development of leadership skills, knowledge and qualities are necessary for preparing students for agricultural related careers in private sector, government and academia. HEC-funded project must demonstrably incorporate a leadership development component to ensure that students are equipped with both technical and leadership abilities upon graduation.

Specific activities may include:

http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast_agriculture_20121207.pdf http://books.nap.edu/catalog.php?record_id=9853 http://www.aplu.org/document.doc?id=3414

• Developing practical applications to increase understanding of leadership roles, including critical thinking, problem solving, and communication skills, ethics and professionalism, and working in teams;

• Connecting the academic classroom experience with daily leadership roles and organizational activities;

• Providing opportunities for mentoring and shadowing; and

• Organizing leadership academies, workshops, trainings, etc.

By authorizing and funding this program, Congress expects HEC projects to: (a) produce measurable impacts aligned with HEC program goals, (b) promote innovative, educational practices within the FANH sciences that improve how students learn, and (c) include a rigorous evaluation component to assess that project outcomes are met. Essentially, your application must convince a peer panel of a compelling educational challenge; clearly indicate how your methodology is both unique and with merit; offer significant promise of adoption by others; and include a plan for how the project impacts will be sustained once grant funds end.

Note: Your project’s Program Category, Educational Need Area and primary academic Discipline focus must appear in the required Project Summary/Abstract. The applicant must follow the format provided in Part IV, B.3. Field 7, for this Project Summary/Abstract.

Applications that do not follow this format will not be reviewed.

C. Program Area Description

1. Program Category

Your project must support for-credit, academic instruction with a primary focus in one of the following Program Categories:

(a) Baccalaureate degree-level projects in the food, agricultural, natural resources and human sciences;

(b) Master’s degree-level projects in the food, agricultural, natural resources and human sciences;

(c) First professional degree-level projects in Veterinary Medicine (DVM).

A HEC-funded project must primarily focus on Baccalaureate, Masters, or DVM level education. However, a funded HEC project may also, purposefully, include an ancillary, target impact on either secondary, or two-year postsecondary, students. Projects with a primary target audience of K-14 students or teachers should consider the Secondary Education, Two-Year Postsecondary Education and Agriculture in the K-12 Classroom (SPECA) Grants Program offered through NIFA at:

http://www.nifa.usda.gov/fo/educationchallengesecondaryhep.cfm.

http://www.nifa.usda.gov/fo/educationchallengesecondaryhep.cfm

2. Educational Need Areas

When preparing a HEC-funded project, focus shall be on activities contributing to a continuous pipeline of FANH sciences students educated for the FANH sciences workforce. The rationale for choosing a particular Educational Need Area below must be explained in the context of how the project can contribute to the development of a cadre of students who will either pursue higher degrees in the FANH sciences or be prepared to enter the FANH sciences workforce.

Applicants are strongly encouraged to refer to the recommendations for change from the National Research Council 2009 report entitled, Transforming Agricultural Education for a Changing World, for supporting your application and improving your project. This report recommends that academic institutions with undergraduate programs in the FANH sciences implement steps to better meet the needs of students, employers, and the broader society.

You are also encouraged to refer to a 2009 whitepaper on Human Capacity Development prepared by the Academic Programs Section of the Association of Public and Land Grant Universities. Copies of the whitepaper entitled “Human Capacity Development: The Road to Global Competitiveness and Leadership in Food, Agriculture, Natural Resources, and Related Sciences (FANRRS),” can be found at:

http://www.aplu.org/NetCommunity/Document.Doc?id=1639.

(a) HEC-funded projects must focus on one of the three Educational Need Areas listed below.

Note: Your application must include an Evaluation Plan (Part I. C. 3.) for each Educational Need Area you select. This plan indicates how you will measure success in completing your objectives within your chosen Need Area. Therefore, choose only those Educational Need Areas for which you can develop a rigorous Evaluation Plan.

Applications will not be accepted for review if the Evaluation Plan is not included.

Educational Need Areas for the HEC program are:

1. Curriculum Development, Instructional Delivery Systems and Expanding Student Career Opportunities: The purpose of this initiative is to promote new and improved curricula and materials to increase the quality of, and continuously renew, the Nation's academic programs in the FANH sciences. The overall objective is to stimulate the development, and facilitate the use, of exemplary education models and materials that incorporate the most recent advances in subject matter research, research on teaching and learning theory, and instructional technology.

Examples of eligible projects in this Need Area may include, but are not limited to, the following strategies:

• the development of courses of study, degree programs, and instructional materials;

• the use of new approaches to the study of traditional subjects;

• the introduction of new subjects, or new applications of knowledge, pertaining to the

FANH sciences;

http://ncseonline.org/sites/default/files/ag_education_final%20(2).pdf http://ncseonline.org/sites/default/files/ag_education_final%20(2).pdf http://www.aplu.org/NetCommunity/Document.Doc?id=1639

• hands-on learning experiences and methods to extend learning beyond the classroom and provide students with opportunities to solve complex problems in the context of real-world situations;

• opportunities for students to complete apprenticeships, internships, career mentoring experiences or other participatory learning experiences;

• expanding and enriching courses which are of a practicum nature; or

• other approaches to achieve HEC program goals.

Projects should develop students’ analytical, interpersonal, leadership, communications, problem-solving, computational, and decision-making skills and abilities and should move away from fragmented, discipline-specific, lecture-oriented instruction and toward integrated, multidisciplinary, learner-centered instruction. Applicants are expected to demonstrate how the project will reach large audiences efficiently and effectively;

reinforce recent research on how to motivate students to learn, retain, apply, and transfer knowledge, skills, and competencies; and integrate and synthesize knowledge from several disciplines. (Applicants are encouraged to find a USDA agency, non-profit, and/or private sector organization to assist in the development of student experiential learning activities)

2. Faculty preparation and enhancement for teaching. The purpose of this Need Area is to advance faculty development in the areas of teaching competency, subject matter expertise, pedagogy, responsiveness to changes in student demographic composition and learning styles, and student recruitment and advising skills. Training of targeted faculty recipients must be relevant to the identified educational needs of the students, who will be the beneficiaries of such faculty development.

Examples of eligible projects include, but are not limited to, those which enable teaching faculty to:

• develop a self-sustaining model for faculty professional development that better prepares new faculty for teaching careers, or provides retraining for experienced faculty;

• gain experience with recent developments or innovative technology relevant to their teaching responsibilities;

• work with scientists or professionals in government, industry, or other colleges or universities to learn new applications in a field;

• obtain personal experience working with new ideas and technique;

• expand competence with new methods of information delivery;

• create assessments that document student learning outcomes or that identify conceptual areas or skills particularly challenging to students, followed by appropriate changes in instructional approaches to effectively address these issues;

• increase utilization of teaching methods that address the special needs of non-traditional students or students from groups that are underrepresented in the FANH sciences workforce; or

• other approaches to achieve HEC program goals.

3. Facilitating Interaction with Other Academic Institutions. This Need Area promotes linkages between baccalaureate degree-granting institutions to maximize the use of resources supporting outstanding education in the FANH sciences. Additionally, this Need Area supports linkages between baccalaureate degree-granting institutions, secondary, and/or 2-year postsecondary institutions to make instruction targeted at undergraduate students available to secondary students as advanced placement credit or as transfer credit from associate-degree programs into baccalaureate-level programs.

Faculty research sabbaticals at other academic institutions that will enhance teaching and advising are also supported through this Need Area.

Examples of eligible projects in this Need Area may include, but are not limited to, the following strategies:

• development and use of articulation agreements, 2+2 or 2+2+2 arrangements, advanced placement credit transfer, or the sharing of faculty and facilities;

a project that focuses on developing and implementing comprehensive, multi-institutional practices proven to recruit and retain K-14 level students with a focus on cultivating those students to pursue a 4-year FANH sciences degree (Note: HEC grant funding may not be used to provide student scholarships or other tuition-remission activity);

• a program to reduce duplication of similar educational resources across institutions and to increase instructional efficiencies. Examples may include multi-institutional or interstate approaches to curriculum development, faculty sharing, cross enrollments, joint degrees, regionalization of academic programs, regional and national workshops and symposia, and similar methodologies;

• other approaches to achieve HEC program goals.

(b) Unallowable Costs: Promotional items (e.g., T-shirts and other give-a-ways) and food functions (e.g., cookouts or other social meal gatherings) are considered ‘entertainment’ expenses, and are also not allowed under this grants program. Note: Under Federal cost principles, restricted items (like those mentioned directly above) are not permitted for use as an applicant’s contribution to meeting the matching funds requirement for this grants program.

(c) HEC- funded projects shall engage more than a single course or an individual instructor.

(d) Stipends to support students’ experiential, academic learning activities outside of the traditional classroom are permitted (as long as such activities are clearly related to a student’s degree program and are not extracurricular). Stipends may be requested for materials or supplies to facilitate a student’s broad exposure to research/field techniques and methodologies, as well as for reasonable travel expenses and per diem related to student educational experiences (e.g., field trips, data collection, and scientific meetings) directly supporting this funded project. In order for the students to be provided a stipend, they must be currently matriculating in the institution(s) where the projects are being implemented. Stipends may not be used for tuition or scholarships.

Any application primarily focused on providing student stipends should also include a plan demonstrating how such student stipends will continue into the future once current grant funds expire. HEC does not encourage projects that cannot be sustained.

(e) Note: Any individual (eligible participant) receiving Federal funds via any Need Area above must be a citizen or national of the United States, as defined in this RFA (see Part VIII, E.).

Where eligibility is claimed under 8 U.S.C. 1101(a) (22), documentary evidence from the Immigration and Naturalization Service as to such eligibility must be made available to NIFA upon request.

(f) Funded project outcomes are expected to continue after NIFA funding ends (See Dissemination and Continuation Plans section 4, below).

3. Project Evaluation Plan

a) Evaluation information that must be in your grant application and suggested format for submitting expected outcomes:

Total expected student impact during entire grant period Expected Number

Total number of students to be directly supported by grant (i.e., stipends) Number of underrepresented students to be supported during the grant period (i.e., stipends) Number of women students to be supported during the grant period (i.e., stipends) Number of students who will complete internships and other experiential learning during the grant-period Number of students who will complete international experiences during the grant-period Other relevant Impacts…

Total expected faculty impact during entire grant period Expected Number

Number of faculty attending professional development: sabbaticals, workshops, conferences, etc.

Number of sabbaticals, workshops, conferences to be attended by faculty Other relevant Impacts…

Total expected overall impact during entire grant period Expected Number

Number of products to be developed through grant funds (i.e., curricula, academic programs, recruitment/retention programs, materials, experiential learning opportunities)

Number of collaborations to be developed between institutions Number of individuals who indirectly will benefit from the projects (i.e., using the curriculum/instrumentation, enrolled in the program, recruited or retained)

Number of projects that will measure changes in student learning or engagement Other relevant Impacts…

b) The evaluation may also include assessment of other outcomes, particularly if the project aims to change organizational structures, create cost-efficiencies, or achieve other ends. Explain the data gathering procedures that will be used to monitor and assess progress toward intended project goals. When describing the measurement instruments you plan to use (surveys, interviews, focus groups, assessments of e-portfolios or capstone projects, measures of class performance, scores on standardized tests, cost-benefit analyses, etc.), be sure to mention why they are appropriate to gauging success.

c) The evaluation plan section should make a convincing case to reviewers that - at the conclusion of the grant - the grantee could report the extent to which learning and engagement outcomes, professional development goals, and/or organizational outcomes have been achieved.

Reviewers will be looking for evidence that the applicant thought about how to measure what worked, what did not work as planned, and what adjustments could be made to enhance program outcomes in the future. Collection of this evidence is critical to achieving HEC’s goal of making data about educational improvements and innovation available to the education community. An evaluation plan that only indicates a desire to develop assessment measures once the project is underway, and an eventual description of resulting project activities and outcomes, would be considered a poorly prepared and inadequate evaluation plan.

d) The project budget should contain funding to either hire an outside project evaluator, or to present convincing evidence that an appropriate evaluator is already on staff and available to provide assistance with assessment and evaluation throughout the life of the project. As a guide, up to 10 percent of grant funds may be used to support this purpose. The following activities are examples of items that may be included in the Evaluation Plan: project objectives that lend themselves most readily to measurement and evaluation, baseline assessment data and a planned collection process from a possible comparison or control group, possible measurement instruments ( surveys, student journals, standardized tests, interviews, focus groups, analysis of e-portfolios or capstone projects, cost-benefit analyses, etc.), a strategy for what assessment measures will be a part of the annual and final Project Performance Reports (Part VI. D.) and how this information will eventually be disseminated to interested parties and to the public.

e) Finally, the Evaluation Plan itself should contain measures of (1) student learning or engagement and/or faculty professional development and (2) the number of students or faculty impacted by your project as a result of the proposed activities. In addition, the PD should specify metrics summarizing who benefited the most (and the least) from your project, an explanation of what revisions, improvements, or enhancements you would make, funding permitting, to increase the value of this project in the future, and ideas about how to make projects like yours more cost-effective. These, and other funded project assessments determined by the project director and evaluation team should be reported both annually and in the final performance report (Part VI. D.).

The following, suggested evaluation examples are derived from the Department of Education’s Report of the Academic Competitiveness Council, May 2007, Education Undergraduate National Goals and Metrics.

“To demonstrate progress toward increasing the number of graduates, the following metric is suggested: first provide baseline data for the year preceding the grant award showing the number and/or percentage of students who declare and/or complete a major program of study of agriscience or agribusiness within your unit; and second, provide similar data for the final year of the grant and include an assessment of the impact of your project on changes from the baseline data. List the expected number of students benefiting from this project and their level of education, a table is recommended.

To demonstrate progress toward increasing the quality of instruction, the following metric is suggested: first provide baseline data for the year preceding the grant award showing the current number and/or percentage of graduates who either graduate and pursue a vocation in the [FANH] sciences, or who pursue advanced degrees within the [FANH] sciences; and second, provide similar data for the final year of the grant and include an assessment of the impact of your project on changes from the baseline data”.

Suggested resources to obtain quantitative, baseline, student enrollment, degrees granted and employment data for comparison purposes; postsecondary institutions may find appropriate information in the Food and Agricultural Education Information System (FAEIS) at:

http://faeis.ahnrit.vt.edu/ , and from the publication: Employment Opportunities for College Graduates in Food, Renewable Energy, and the Environment United States, 2010-2015 at:

http://www.ag.purdue.edu/usda/employment/pages/default.aspx. Other, similar sources may also be consulted.

Additional Resources for Project Evaluation:

• NSF 02-057: The 2002 User-Friendly Handbook for Project Evaluation, a basic guide to quantitative and qualitative evaluation methods for educational projects http://www.nsf.gov/pubs/2002/nsf02057/start.htm

• Field-Tested Learning Assessment Guide (FLAG): This website is designed for Science, Math, Engineering, and Technology Instructors who are interested in new approaches to evaluating student learning, attitudes, and performance. It has a primer on assessment and evaluation, classroom assessment techniques, discipline-specific tools, and resources - all in a searchable, downloadable data base, http://www.flaguide.org/

• American Evaluation Association. Online Resources: http://www.eval.org/

4. Dissemination & Continuation Plans

(a) Dissemination Plan Include in the project’s Dissemination Plan (see Part IV, B.3. Field 8.2.e.), a description of how the applicant plans to communicate project accomplishments (products, results and impacts, etc.) to the broadest extent throughout the academic community. This may include educational journals or other professional discipline publications, and presentations at regional or national conferences and workshops, including the HEC Project Directors Conference (see Part VI, D.1.).

(b) Continuation Plan Applicants are also expected to include a statement describing how project outcomes are expected to continue after NIFA funding ends. This Plan should include expected outputs and how these will become institutionalized. Also, describe any strategies for adapting or http://faeis.ahnrit.vt.edu/ http://www.ag.purdue.edu/usda/employment/pages/default.aspx http://www.nsf.gov/pubs/2002/nsf02057/start.htm http://www.flaguide.org/ http://www.eval.org/ expanding these outputs for a larger audience. Provide details of these changes, what are the expected outcomes, and the targeted audience who benefits from this project.

PART II—AWARD INFORMATION

A. Available Funding

The amount available for support of this program in FY 2015 is approximately $4.77 million.

The funds will be awarded through a grant. There is no commitment by USDA to fund any particular application or to make a specific number of awards.

Awards issued as a result of this RFA will have designated the Automated Standard Applications for Payment System (ASAP), operated by the Department of Treasury’s Financial Management Service, as the payment system for funds. For more information see http://www.nifa.usda.gov/business/method_of_payment.html.

B. Types of Applications

In FY2015, you may submit applications to the HEC Program as one of the following types of requests:

(1) New application. This is a project application that has not been previously submitted to the HEC Program. We will review all new applications competitively using the selection process and evaluation criteria described in Part V—Application Review Requirements.

(2) Resubmitted application. This is an application that had previously been submitted to the HEC Program but not funded. Project Directors (PDs) must respond to the previous review panel summary (see Response to Previous Review, Part IV, B Field 12). Resubmitted applications must be received by the relevant due dates, will be evaluated in competition with other pending applications, and will be reviewed according to the same evaluation criteria as new applications.

C. Grant Types

Applicants may submit one of the following four types of projects:

1. Conference/Planning Proposal Applicants in this Grant Type may request up to $30,000 (total conference, not per year) to facilitate strategic planning session(s) required of faculty, industry, professional association, community leaders, or other necessary participants for the specific purpose of developing a formal plan leading to a subsequent submission of a Large-scale (state or region) comprehensive initiatives (LCI), as described directly below in C.4. A Conference/Planning grant application may not be submitted in the same year for which a LCI application for the same project is also submitted.

2. Regular Project Proposal (Single Institution/Organization) Applicants may request up to $150,000 (total, not per year) for a Regular Project Proposal. In a Regular Project Proposal, the applicant executes the project without the requirement of sharing grant funds with other project partners.

http://www.nifa.usda.gov/business/method_of_payment.html

3. Joint Project Proposal (Applicant + Two or more Partners) Applicants may request up to $300,000 (total, not per year) for a Joint Project Proposal. In a Joint Project Proposal, the applicant executes the project with assistance from at least two additional partners. The partners must share grant funds (see explanation of required funds distribution percentage among partners in the definition of a Joint Project Proposal in Part

VIII, E.).

Note: Joint Projects must include both the R&R Fed and Non-Fed Budget and the R&R Fed and Non-Fed Subaward Budget Attachment Forms. The forms should clearly identify the total grant funding anticipated for the applicant and each partner to demonstrate the required sharing percentage. All expenditures for the applicant and all partners should be further itemized in the Budget Justification. Funds do not have to be divided equally among project years.

4. Large-scale (state or region) comprehensive initiatives (LCI) (Applicant + Two or more Partners) Applicants may request up to $750,000 (total, not per year) for a large-scale (state or region) comprehensive initiatives (LCI) Project Proposal. In a LCI Project Proposal, the applicant executes the project with assistance from at least two additional partners. The additional partners must share grant funds (see explanation of required funds distribution percentage among partners in the definition of a LCI Project Proposal in Part VIII, E.). An LCI project differs from a Joint Project Proposal in project scope and impact. LCI Project Proposals must support a multi-partner approach to solving a major state or regional challenge in FANH sciences education at the baccalaureate, masters or DVM level. LCI Project Proposals are characterized by multiple partners (each providing a specific expertise) organized and led by a strong applicant with documented project management ability to organize and carry out the initiative.

Note: LCI Projects must include both the R&R Fed and Non-Fed Budget and the R&R Fed and Non-Fed Subaward Budget Attachment Forms. The forms should clearly identify the total grant funding anticipated for the applicant and each partner to demonstrate the required sharing percentage. All expenditures for the applicant and all partners should be further itemized in the Budget Justification. Funds do not have to be divided equally among project years.

Impacts for all LCI Projects: In addition to addressing the Evaluation Plan section of this program (Part I. C.3.) expected impacts from a LCI Project must include, but are not limited to:

• An assessment of significant progress toward addressing the national challenge of increasing the number and diversity of FANH sciences baccalaureate or higher degree graduates, while addressing the specific state or regional opportunity defined in the grant application;

• Documented enhanced retention rates of students in FANH majors exposed to LCI Project activities;

• A comprehensive project evaluation, using the indicators and methods defined in this grants program, that informs the baccalaureate, masters or DVM FANH sciences community and others about the effectiveness of this LCI Project;

• A description of completed or ongoing activities supported by this LCI Project, and a description of those same activities that will be sustained once grant funds end; and

• A description of any related activities expected to occur as an outgrowth of this funded project.

In any of the four Grant Types described above, a grant recipient must match 25% of the Federal funds awarded from non-Federal sources. See Part IV, B.6. R&R Budget, and Field K-Budget Justification, for details.

D. Project Duration

Project periods may range from twenty-four (24) to thirty-six (36) months. Projects should conclude no sooner than twenty-four (24) months after the award start date to allow the applicant sufficient time to evaluate the results and report the impacts. LCI projects are expected to use the full, 36-month period. Conference projects may range between twenty-four (24) and thirty-six

(36) months.

No project may be active for longer than five (5) years, including no-cost extensions.

For project budget and timeline purposes, the project start date should not occur prior to August 2015.

E. Number and Size of Grant Awards

The total number of grants awarded by this grant program will depend on the number and type of meritorious applications submitted in response to this notice. There is no predetermined number of Conference/Planning, Regular, Joint, or LCI Project Proposals that may be awarded in any competition.

Based on the project scope and budget of all applications selected for awards, the actual, individual grant amounts awarded by NIFA under this grants program may differ from the funds requested by the applicant. In such cases, revised budgets and revised plans of work may be required by NIFA before an award is made.

F. Application Submission & Award Limitations

There is no limit on the number of applications that may be submitted by an eligible applicant.

However, a successful applicant institution/organization will only be awarded a maximum of two (2) grants per year under this program. A successful LCI grant applicant institution/organization will only be awarded a maximum of one (1) LCI grant in any one, annual HEC grants program competition, and generally, an individual academic (or other) unit (a college, school of agriculture, etc.) within the institution/organization may only have one (1) active, LCI grant in effect at any time.

G. Funding Limitations per Institution

There are no limits on the total grant program funds that may be awarded to any one institution/organization in successive years of this competition. Successful award recipients may apply for additional awards in subsequent years either as a lead applicant or as a joint or LCI partner on a project (note LCI project focus restriction in item F, directly above).

H. Responsible and Ethical Conduct of Research

The responsible and ethical conduct of research (RCR) is critical for excellence, as well as public trust, in science and engineering. Consequently, we consider education in RCR essential to the preparation of future scientists. In accordance with sections 2, 3, and 8 of 7 Code of Federal Regulations (CFR) Part 3022, institutions that conduct USDA-funded extramural research funded by USDA must foster an atmosphere conducive to research integrity, bear primary responsibility for prevention and detection of research misconduct, and are to maintain and effectively communicate and train their staff regarding policies and procedures. In the event an application to NIFA results in an award, the Authorized Organizational Representative (AOR) assures, through acceptance of the award that the institution will comply with the above requirements. Per award terms and conditions, grant recipients shall, upon request, make available to NIFA the policies, and procedures, and documentation used to support the conduct of the training.

Note that the training referred to herein shall be either on-campus or off-campus training. The general content of the ethics training will, at a minimum, emphasize three key areas of research ethics: authorship and plagiarism, data and research integration, and reporting misconduct. Each institution will be responsible for developing its own training system, as schools will need flexibility to develop training tailored to their specific student needs. Grantees should consider the Collaborative Institutional Training Initiative (CITI) program for RCR (https://www.citiprogram.org/rcrpage.asp). Typically this RCR education addresses the topics of:

Data Acquisition and Management - collection, accuracy, security, access; Authorship and Publication; Peer Review; Mentor/Trainee Responsibilities; Collaboration; Conflict of Interest;

Research Misconduct; Human Subject Research; and Use of Animals in Research.

https://www.citiprogram.org/rcrpage.asp

PART III—ELIGIBILITY INFORMATION

A. Eligible Applicants

Applications may be submitted by: (a) U.S. public or private nonprofit colleges and universities offering a baccalaureate or first professional degree in at least one discipline or area of the food and agricultural sciences; (b) land-grant colleges and universities, (including land grant institutions in the Insular Areas); (c) colleges and universities having significant minority enrollments and a demonstrable capacity to carry out the teaching of food and agricultural sciences; and (d) other colleges and universities having a demonstrable capacity to carry out the teaching of food and agricultural sciences.

An eligible applicant must meet the definition of an Eligible Institution/Organization as stated in this RFA (see Part VIII, E., Definitions). Failure to meet an eligibility criterion by the time of an application deadline will result in NIFA returning the application without review or, even though an application may be reviewed, will preclude NIFA from making an award.

Eligible institutions must demonstrate capacity for, and a significant ongoing commitment to, the teaching of food, agricultural and human sciences generally, and to the specific need and/or discipline(s) for which a grant is requested. To demonstrate such “capacity for and ongoing commitment to…”, an applicant shall include specific information when responding to this grant program’s Evaluation Criteria (Section V. B.), specifically in regards to (but not limited to) Criterion # 3: Institutional Capability and Capacity Building.

For the purposes of this program, the individual branches of a State university or other system of higher education that are separately accredited as degree-granting institutions are treated as separate institutions, and are therefore eligible for HEC Grants Program awards. Separate branches or campuses of a college or university that are not individually accredited as degree-granting institutions are not treated as separate institutions. An institution eligible to receive an award under this program includes a research foundation maintained by an eligible college or university. Accreditation must be by an agency or association recognized by the Secretary of the U.S. Department of Education.

Any individual (eligible participant) receiving Federal funds above must be a citizen or national of the United States, as defined in this RFA. (See Part VIII, Definitions.) Where eligibility is claimed under 8 U.S.C. 1101(a) (22), documentary evidence from the Immigration and Naturalization Service as to such eligibility must be made available to NIFA upon request.Failure to meet an eligibility criterion by the time of application deadline may result in the application being excluded from consideration or, even though an application may be reviewed, will preclude NIFA from making an award.

Award recipients may subcontract to organizations not eligible to apply, provided such organizations are necessary for the conduct of the project.

B. Cost Sharing or Matching

A grant recipient is required to match 25% of the USDA funds awarded. Matching funds must come from non-Federal sources, and are not required to come in any particular amount from any one source. However, all matching funds pledged in this application must be accompanied by documentation. Grant awards cannot be issued until ALL required matching has been documented and verified. See Part IV, B.6. R&R Fed and Non-Fed Budget and Field K-Budget Justification, for additional details.

PART IV—APPLICATION AND SUBMISSION INFORMATION

A. Electronic Application Package

Only electronic applications may be submitted via Grants.gov to NIFA in response to this RFA.

We urge you to submit early to the Grants.gov system. For an overview of the Grants.gov application process see http://www.grants.gov/web/grants/applicants/grant-application-process.html.

New Users of Grants.gov

Prior to preparing an application, we recommend that the Project Director/Principal Investigator (PD/PI) first contact an Authorized Representative (AR, also referred to as Authorized Organizational Representative or AOR) to determine if the organization is prepared to submit electronic applications through Grants.gov. If not (e.g., the institution/organization is new to the electronic grant application process through Grants.gov), then the one-time registration process must be completed PRIOR to submitting an application. It can take as long as 2 weeks to complete the registration process so it is critical to begin as soon as possible. In such situations, the AR should go to “Register” in the top right corner of the Grants.gov web page (or go to http://www.grants.gov/web/grants/register.html) for information on registering the institution/organization with Grants.gov. Part II.1. of the NIFA Grants.gov Application Guide contains detailed information regarding the registration process. Refer to item 2. below to locate the “NIFA Grants.gov Application Guide”.

Steps to Obtain Application Package Materials

To receive application materials:

1. You must download and install a version of Adobe Reader compatible with Grants.gov to access, complete, and submit applications. For basic system requirements and download instructions, see http://www.grants.gov/web/grants/support/technical-support/software/adobe-reader-compatibility.html. Grants.gov has a test package that will help you determine whether your current version of Adobe Reader is compatible.

2. To obtain the application package from Grants.gov, go to http://www.grants.gov/web/grants/applicants/apply-for-grants.html. Under Step 1 click on “Download a Grant Application Package,” and enter the funding opportunity number

Funding Opportunity Number: USDA-NIFA-CGP-004896 in the appropriate box and click “Download Package.” From the search results, click “Download” to access the application package.

Contained within the application package is the “NIFA Grants.gov Application Guide.”

This guide contains an introduction and general Grants.gov instructions, information about how to use a Grant Application Package in Grants.gov, and instructions on how to complete the application forms.

http://www.grants.gov/web/grants/applicants/grant-application-process.html http://www.grants.gov/web/grants/applicants/grant-application-process.