FY22 CCI NOFO.pdf

Department of State

Bureau of Educational and Cultural Affairs (ECA) Notice of Funding Opportunity

(NOFO): FY 2022 Community College Initiative Program

Announcement Type: New Cooperative Agreement

Funding Opportunity Number: SFOP0008402

Assistance Listing (formerly CFDA) Number: 19.009

Key Date/Application Deadline: November 22, 2021

Executive Summary: The Office of Global Educational Programs of the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State announces an open competition for the Community College Initiative (CCI) Program. ECA is seeking proposal submissions for one cooperative agreement to design, implement, and oversee the CCI Program. The CCI Program aims to bring young emerging leaders for an intensive program at accredited U.S. community colleges, focused on building technical and professional skills while deepening participants’ understanding of the United States, its people, and its values. CCI participants may study at a

U.S. community college for up to one academic year and are from underserved, underrepresented, and/or other target audiences. Program content, duration of study, and participating countries will align with U.S. foreign policy priorities and promote American values and youth empowerment.

U.S. public and private non-profit organizations meeting the provisions described in Internal

Revenue Code section 26 USC 501(c)(3) that represent consortia or other combinations of accredited U.S. community colleges may submit only one proposal to cooperate with the Bureau under this competition. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant.

A. Program Description:

Overall grant making authority for this program is contained in the Mutual Educational and

Cultural Exchange Act of 1961, Public Law 87-256, as amended, also known as the Fulbright-

Hays Act. The purpose of the Act is “to enable the Government of the United States to increase mutual understanding between the people of the United States and the people of other countries...; to strengthen the ties which unite us with other nations by demonstrating the educational and cultural interests, developments, and achievements of the people of the United

States and other nations...and thus to assist in the development of friendly, sympathetic and peaceful relations between the United States and the other countries of the world.” The funding authority for the program above is provided through legislation.

Purpose: The Community College Initiative (CCI) Program promotes American prosperity, advances American influence, and contributes to the development of 21st century technical skills on U.S. community college campuses. The CCI Program aims to expand opportunities for underrepresented U.S. and foreign youth through exchanges, promote American values among underserved foreign participants, and increase workforce skills through training and internationalization efforts at U.S. community colleges. The CCI Program enhances leadership among youth from developing countries who return home as part of a global network of more than 3,300 CCI alumni from 25 countries to become small business leaders, social entrepreneurs, and trades specialists who make a difference in their communities and countries.

The CCI Program promotes American values and youth empowerment abroad by expanding leadership skills through educational and professional opportunities for underserved, underrepresented, and other target populations. Under the program, international emerging leaders study for up to one academic year at accredited U.S. community colleges to develop professional and leadership skills, and gain a better understanding of American values, culture, and society. Students enroll in quality academic, technical, and professional courses at U.S.

community colleges and put classroom theory into practice through hands-on internships. They engage in leadership development activities and community service. They improve their proficiency in English which increases their access to information, education, jobs, and the shared means of communication shaping the 21st century. They develop critical thinking and media literacy skills essential in understanding and countering misinformation and disinformation. According to a recent follow-up alumni survey conducted 18 months after CCI students completed their program, CCI alumni reported that the CCI Program contributed to their development of leadership skills (99%), professional communication skills (98%), and knowledge and skills in their field of study (91%).

These experiences and skills also enable CCI alumni to share what they have learned with others, to provide positive narratives about the United States, and to counter anti-American sentiment.

Alumni are poised to launch entrepreneurial endeavors, conduct language or professional training sessions, and organize volunteer projects. CCI alumni return home better prepared to join or advance in their local workforce and to contribute to the local and global economy. As a result of participating in the CCI Program, 78% reported having a new, more responsible job and

65% reported having higher level of responsibilities or leadership skills after returning to their same job within 18 months of completing their program. CCI alumni also reported applying the knowledge or experience gained during the program to introduce new ideas and knowledge in their organization or work (99%) or to introduce initiatives and new ways of doing things in their organization or work (96%).

In the United States, these emerging young leaders provide opportunities for global engagement and learning to U.S. community college classrooms and campuses. Through administering the

CCI Program, community colleges increase their institutional capacity to host international students and strengthen their internationalization efforts to educate a globally competent workforce. As a result of the CCI Program, community colleges have successfully applied to receive designation to host exchange participants on J-1 visas, expanded their collaboration efforts to host international students through programs like the Brazil Higher Education Mobility

Program, trained new faculty to provide study abroad opportunities to U.S. community college students, and inspired U.S. faculty to internationalize their courses through class projects or expanded international content. These interactions encourage U.S. community college students to study abroad and foster global awareness and skills development among those U.S. students who may not have the opportunity to study or travel abroad. Internationalization efforts at U.S.

community colleges strengthen the global competitiveness of U.S. urban, suburban, and rural communities.

The program goals are to:

1) Equip exchange participants with professional and technical skills in fields of study that will help them as workforce leaders to meet important needs in their underserved communities;

2) Expand opportunities for young emerging leaders, including women, from underrepresented, underserved communities abroad;

3) Build mutual understanding, tolerance, and respect through sharing cultures and values;

4) Foster relationships among underserved youth from different ethnic, religious, and national groups, including U.S. peers;

5) Empower participants from underrepresented and underserved groups to serve in leadership roles to engage in addressing issues of economic and/or social concern in their local communities upon their return home; and

6) Promote internationalization efforts on U.S. community college campuses and better prepare U.S. students for successful futures in a global marketplace.

7) Promote institutional capacity to host international students at U.S. community colleges.

The objectives of the program for participants are to:

1) Demonstrate increased knowledge and professional skills in their chosen field of study;

2) Demonstrate increased confidence and ability in their personal, professional, and leadership skills to enhance their employability and/or prospects for economic or social success;

3) Demonstrate improvement in their level of proficiency in English that will serve as a springboard to opportunity;

4) Demonstrate a better understanding of community engagement as practiced within their multinational campus cohorts and in their host communities in the United States;

5) Demonstrate a better understanding of the values, society, institutions, and culture of the

United States; and

6) Demonstrate the mindset of an emerging leader and difference-maker with a commitment to sharing what they have learned with others and making a contribution to their local communities upon return home.

The objectives of the program for community colleges are to:

1) Increase institutional capacity to host international students, especially those from underrepresented countries and communities, thereby improving institutional support systems, student experiences, and ultimately the capacity to recruit international short term and degree-seeking students;

2) Increase institutional capacity to facilitate greater engagement among and between international students and U.S. students, staff, and faculty and build mutual understanding, tolerance, and respect through sharing of cultures and values;

3) Internationalize on-campus opportunities for U.S. students to gain international awareness, global competencies and ultimately to increase the global understanding, job skills, and mobility of U.S. community college students.

Applicants are requested to submit a narrative of no more than 20 double-spaced, single-sided pages outlining a comprehensive strategy for the administration and implementation of the CCI

Program. The proposal shall identify specific accredited U.S. community colleges to host approximately 130 participants for approximately one academic year in groups of approximately

12-16 students. Colleges with limited international experience should host smaller cohorts as they develop capacity.

The proposal must also demonstrate the commitment to work with ECA to align final participant numbers and duration of program activities with foreign policy priorities and the expertise and training opportunities at selected partner institutions. The Bureau reserves the right to adjust exchange program duration to meet the goals of the program prior to participant arrival and/or pilot shortened programming in order to maximize participant numbers and/or respond to emergent circumstances or U.S. foreign policy priorities.

CCI Program Administration and Implementation: Organizations that represent consortia or other combinations of community colleges are eligible to apply to administer the CCI Program-wide activities and to oversee the implementation of academic-year CCI Programs at individual

U.S. host community college campuses. Applicants need to demonstrate the capacity to administer these CCI Program-wide activities: managing the recruitment, application review and placement cycle; coordinating pre-departure materials and participation in virtual orientations;

planning and executing at least one event for all academic-year CCI participants; implementing a comprehensive evaluation plan; and overseeing the CCI-wide branding and alumni engagement efforts. Applicants must also demonstrate the capacity to implement exchange programming at individual host campuses that include U.S. summer arrival orientation and pre-academic programs, academic year programs for participants, and short-term, theme-based programs that maximize college-specific expertise. Proposals should demonstrate the proposed institutions’ ability to include flexibilities to implement in-person, hybrid, or virtual programming as conditions require.

The following provides an overview of the key elements of the CCI Program and its administrative lifecycle.

Participants and Recruitment

The Bureau anticipates recruiting approximately 130 program participants from approximately

15 countries, to include countries in all six world regions (participating countries are subject to change). Participants are recruited through the Public Affairs Section of the local U.S. Embassy or Consulate, or through the Fulbright Commission, if available, in the eligible country. In 2021-

22, participating countries included Bangladesh, Bosnia and Herzegovina, Brazil, Colombia, Cote d’Ivoire, Dominican Republic, Egypt, Ghana, India, Indonesia, Kenya, Kosovo, South

Africa, Turkey, and Ukraine. The Bureau reserves the right to make changes in eligible countries; proposals should indicate flexibility and willingness to host international students from any and all identified countries.

The CCI Program emphasizes the selection of qualified emerging leaders who can have a positive impact in their respective communities as a result of their enhanced technical skills in applied fields, employability, and global mindedness. The Bureau has traditionally targeted scholarship participants who represent the diversity of their home countries, including underserved, underrepresented individuals (including women) generally in their mid-twenties, many of whom will have some previous work experience or attend technical-vocational institutions in their home countries. Target audiences will be determined in consultation with

U.S. Embassies and Consulates in country. Eligible applicants will have completed less than the equivalent of three years toward a U.S. bachelor’s degree or higher in the field of study the applicant is nominated to pursue. Participants return home in a stronger position to contribute to the local workforce and the economic development of their home countries. Individuals living in the United States are not eligible, and preference is given to those without significant U.S. or other overseas study experience.

ECA will announce a recruitment cycle to U.S. Embassies and Fulbright Commissions in Fall

2021. ECA will determine the participating countries, the fields of study, and the number of nominations to recruit each year. ECA will work with the implementing partner to finalize the application materials that will be distributed to U.S. Embassies and Fulbright Commissions as part of the recruitment announcement. The application forms need to include a list of fields and eligible subfields at the host campuses for which the applicants would apply (see Academic Year

Programs: Academic Coursework section for eligible fields).

Application Review and Placements

The proposal shall describe in detail a system for receiving and reviewing all rank-ordered application submissions from U.S. Embassies and Fulbright Commissions abroad; conducting a technical review of applications and ensuring completeness of documentation; conducting a medical review and clearance process for each candidate; distributing complete applications among host institutions to ensure the best program placements for participants’ academic and professional goals; and recommending placements to ECA. Final approval of principal and alternate slates of candidates and placements resides with ECA.

The proposal narrative must clearly state the applicant’s commitment to consult closely with

ECA in the placement of students in diverse multinational cohorts and in the communication about placements with the Public Affairs Sections of the U.S. Embassies or Fulbright

Commissions in the partner countries. Each consortium and campus shall have a diverse mix of participants by rank-order, geography, and gender to the extent possible. No invitations to participate in the program may be issued without U.S. Department of State approval.

Host Campus Institutional Capacity

The selection of appropriate U.S. host colleges that can create a customized CCI Program experience is essential to the success of the overall program. Host campuses must be identified in the proposal, and letters of project commitment from the senior administrative official authorized to make such a commitment shall be included for each college.

The proposal must describe the accredited U.S. community colleges that will host multinational clusters of CCI students by field of study for programs that shall include academic coursework, a professional internship, service learning, culture sharing, and leadership development activities.

Each host college should be selected on the basis of excellence in the field(s) of study in which the college is hosting participants, geographic diversity, ability to leverage institutional and private sector funding, resources to safely support international students, proven success hosting international students, commitment to diversity, equity and inclusion, and availability of appropriate, safe, and cost-effective housing. Host colleges must be committed to assist with housing the participants, preferably in dormitories or apartments near the campus.

Host colleges will be expected to have experience in conducting international education exchange programs, including successfully hosting international students and visitors or providing a well-documented plan that demonstrates the capacity to do so. Proposals shall also describe how the proposed CCI Program at each host campus would contribute to internationalization efforts at each campus and advance the CCI Program objectives for community colleges as stated in the NOFO.

Each host college must assign a campus adviser who is responsible for guiding participants in individual development plans and serving as a central resource regarding participant scholarships, the J-1 visa program, aspects of academic and cultural adjustment, and integration into the campus and local community. The adviser also serves as a link between the participants and the consortium.

It is strongly encouraged that the organizations cooperating with the Bureau on this program will work to obtain financial aid, scholarships, tuition awards, in-state tuition, and private sector funding, including support from foundations, businesses, or civic groups as cost-sharing for the program.

Pre-departure Information, Advising, and Support

Pre-departure support must be coordinated closely across ECA, U.S. Embassies or Fulbright

Commissions, and host consortia/campuses. Support will include participation in pre-departure orientations, the development of printed and electronic pre-departure materials, access to English-language learning materials, and direct engagement with host campuses prior to departure to assess any needs for individual program accommodations and to ensure readiness for travel and participation in the program. The applicant is encouraged to propose additional virtual or in-country programming between the cooperating partner/host campus and participants, including with program alumni, to support participants prior to departure. Programming and materials should be designed for participants who may be traveling abroad for the first time.

The proposal must demonstrate plans for developing and disseminating CCI Program-specific pre-departure orientation materials for participants and U.S. Embassies or Fulbright

Commissions. The proposal shall also describe plans to participate virtually in home country pre-departure orientations (PDOs) and coordinate participation of ECA in these orientations.

Identification of resources for pre-departure English language learning is encouraged. The proposal shall describe creative ideas to connect participants with the State Department’s English language resources both in-country and online (http://www.americanenglish.state.gov/), as well as with host campus-based resources when available to facilitate language learning prior to arrival.

http://www.americanenglish.state.gov/

U.S. Arrival Orientation and Pre-Academic Year Program

A U.S. arrival orientation and pre-academic year program must be provided for all participants prior to the start of the academic year, anticipated in summer 2022. Programs shall be no less than 80 hours of orientation and arrival content over the span of no less than two weeks and no more than five weeks. Applicant organizations must clearly justify the length of time proposed.

The pre-academic program must provide incoming CCI students with English language study and orientation to U.S. academic culture in order to improve their readiness for U.S. academic courses. In addition to building familiarity with the resources available at a community college campus, the pre-academic program also aims to facilitate success outside of the classroom by building skills for success and familiarizing participants with expectations for behavior and program participation, the rules and regulations of the host colleges, and the laws of the U.S.

communities with a focus on navigating topics such as gender and diversity within the U.S.

context. The pre-academic program must also provide CCI students with opportunities for cultural exchange as well as foster a basic understanding of current issues in U.S. society and

U.S. social values in order to foster richer intercultural exchange and engagement with their host communities. Programming shall represent the diversity of U.S. society and culture and include a balance of speakers that represent American diversity and offer diverse perspectives and viewpoints.

English language components of the pre-academic year program must provide approximately 20 hours per week of English language support that prepares participants to take courses in the fall.

Language support shall be customized to meet the diverse needs of individual participants whose skills are both at and below the minimum requirement for enrollment in credit-bearing courses.

For participants who meet the minimum language requirement, instruction in academic writing is recommended.

Current CCI Program eligibility requirements state that applicants need a basic working knowledge of the English language as demonstrated by a minimum TOEFL (or TOEFL-equivalent) score of 420. Fulbright Commissions and U.S. Embassies will submit English language proficiency test results as part of the recruitment process. These test scores will be used to determine eligibility and to identify those candidates who are most in need of intensive

English upon arrival. Each participant’s proficiency in English shall be evaluated upon arrival at their host institutions to ensure appropriate placement in fall courses. The host campus testing result will be the score used to determine fall course placements. It is assumed that some participants will require intensive English-language instruction that will extend beyond the pre-academic summer program into their academic year programs.

Proposals must describe programs and resources for English language learning at the participating colleges that will be available to students needing additional language instruction during the academic year. It is the goal that participants who fall below the minimum requirement for enrollment in credit-bearing courses will take a combination of English, field of study, and professional development courses. Proposals must demonstrate a commitment to measuring change in English language proficiency from arrival to completion of the program and include a plan for conducting such an assessment.

Program components during the remaining 20 hours per week must include introducing participants to their local communities, familiarizing program participants with U.S. campus facilities and services, and developing the range of skills needed for participants to be successful in the program (i.e., study skills, time management, team building, use of technology, budgeting, safety and emergency response, and healthy living).

Program Model

The current program model provides one year of academic study beginning in the fall. Applicants should propose a program based on the current model slated for academic year 2022-2023 pending international travel restrictions. ECA reserves the right to amend the program delivery, duration, and timing of participation within the dates of the award based on U.S. foreign policy needs and program objectives, to maximize participant numbers and/or respond to unforeseen circumstances.

Final program models and delivery will meet program objectives as outlined therein.

The CCI Program has five program pillars with equal importance. The proposal must demonstrate how participants will be guided to participate in all aspects of the program and to understand how the individual components work together to create a stronger overall experience. The five pillars include: 1) academic coursework; 2) internship; 3) service learning; 4) cultural exchange; and 5) leadership development and sharing what participants learn with others upon their return home.

Academic Coursework: The proposal must indicate the applicant’s ability to design and offer comprehensive academic-year programs in the selected fields of study for cohorts of approximately 12-16 students on each host campus. These programs must combine 1) noteworthy host campus academic programs, 2) partnerships with local institutions related to relevant fields of study and that enrich on-campus learning, and 3) co-curricular, sector-based programming that develops a social, political, economic, and cultural understanding of the local, national, and international contexts of each field. The program shall also expose participants to local leaders, experts, and/or practitioners in the field who represent and share diverse viewpoints.

Participants may apply for, and be placed in, the following fields:

• Agriculture

• Applied Engineering

• Business Management and Administration

• Early Childhood Education

• Information Technology

• Media

• Social Services, Health, and Public Safety

• Tourism and Hospitality Management

Within these fields, participants would take courses in a range of subfields, for example agricultural geospatial technology, sustainable agriculture, manufacturing technology, entrepreneurship, logistics/global supply chain management, and digital media and communication. To cite one example, to respond to U.S. foreign policy priorities, ECA worked with a host campus to curate a collection of existing courses and develop a new one to create the

CCI subfield of digital media and communication where participants examine the current media landscape and develop media literacy skills. This approach could be followed for additional subfields in the fields listed above. Climate entrepreneurship or green energy technologies are examples of possible subfields that could align with additional U.S. foreign policy priorities.

The proposal must summarize the consortium’s overall capacity to host participants in and across all fields while also providing a comprehensive summary of the specific field offerings at each proposed host campus. These summaries will guide the recruitment and placement phases of the program. Individual candidates will apply to participate in a specific field of study and rank order their interest in eligible subfields. Participants may not change their field of study without express permission from ECA.

ECA reserves the right to add or remove eligible fields of study and subfields prior to each recruitment cycle. The proposal must demonstrate the applicant’s flexibility to work with ECA to add new fields or subfields as requested and demonstrate the interest and ability to add customized CCI experiences within the fields of study.

Programs of study may lead to a certificate or professional qualification in an eligible field of study if possible. The proposal shall include a summary of certificate and other qualification options within the proposed time period in each field of study at each campus. The proposal must also include an overview of academic program options for participants who will not be eligible or able to complete a certificate within the prescribed program time frame.

Program design should demonstrate the ability to offer tracks in each field of study for participants with various levels of proficiency in English. For example, program design shall include one track for participants who meet English-language proficiency requirements of the host campus for full-time, credit-bearing study and an alternate track for those whose level of proficiency in English does not initially meet host institution requirements for credit-bearing study. All participants must be engaged in a full-time course of study that includes an appropriate combination of English language and field of study courses. Proposals shall explain language requirements for certificate eligibility.

Programs may also include unpaid internships, service-learning opportunities, and co-curricular programming that facilitate hands-on, practical application of the theoretical, classroom-based learning. Proposals must describe plans to facilitate this type of programming in each field of study at each host campus. For example, proposals from a campus that would host in the field of information technology (IT) will provide examples of potential local IT internships and service-learning opportunities as well as programming that exposes participants to local IT leaders, experts, and/or practitioners in that field who can enrich participants’ understanding of the social, political, economic, or cultural issues of IT in the local, national, or international contexts.

In addition to professional development within an academic field, the proposal must also describe plans to increase participants’ employability skills, expose them to the U.S.

entrepreneurial mindset, and prepare them to apply what they have learned to economic contexts in their home countries. The proposal must also describe how the applicant will prepare participants for their transitions home, including resources and support for re-entry as well as on-going career, employment, or employability development.

Practical Education/Professional Internship: Proposals shall describe how program participants will be supported in substantive practical education placements (i.e., internship, cooperative education) directly related to their fields of study and/or career plans. This component is intended to provide participants with practical experience in their field of study and help them develop professional and soft skills that are necessary to be successful in the workplace.

Descriptions shall include how these practical educational placements are supported as part of

(or independent from) existing campus services for all students. Host colleges shall guide the participants in their search, developing the skills to apply and interview for positions, approve placements, monitor participants, assess learning, guide reflection on the relevance of learning to participants’ home country contexts, and evaluate this component of the program. Participating colleges may offer this opportunity for academic credit.

Service Learning: Proposals shall describe how the program will provide program participants with opportunities to volunteer at an organization or on a project or program within a framework of service learning. This program pillar shall be designed to introduce participants to volunteerism as an American cultural value, to expose participants to U.S. work culture and opportunities for networking, and to foster participant engagement within their local communities. Service learning could also strengthen field of study programming and practical education components.

Cultural Exchange: The proposal must explain how participants will engage in enrichment activities and shall include creative ideas for exposing participants broadly throughout the academic year to U.S. institutions, society, and culture, including opportunities for students to better understand and appreciate diversity in the United States. Programming must represent the diversity of America and include a balance of speakers who share diverse perspectives and viewpoints. The Bureau welcomes creative ideas for introducing participants to American institutions. Past examples include, but are not limited to, visits to political campaign offices and polling places, attendance at school board or city council meetings, and visits to museums, concerts, plays, and other cultural events featuring American content. The proposal must include a program component that matches participants with U.S. friendship families, mentors, or peers to facilitate the development of personal friendships and exposure to U.S. culture.

Participants must also have opportunities to share their cultures and perspectives with

Americans. For example, activities may include participant presentations about their country or culture to college classes, local schools and community groups, and participation in community-programming.

Leadership Development: The proposal must describe how the program will develop the leadership skills of CCI participants to enhance their capacities as emerging young leaders and to prepare them to share what they have learned with others in their communities upon return home.

The proposal must outline procedures for advising, monitoring, and supporting participants in their professional and personal development throughout the year and as alumni.

Campus Resources

Proposals shall describe campus resources and partnerships that participants will be introduced to during the orientation program and referred to throughout the program year for on-going support

(i.e., academic advising, study centers, language and writing labs, health or counseling services, student organizations, internship or career services, student services, and international student services).

CCI-wide Event

Proposals must include at least one CCI-wide program event of approximately three days in duration that will take place mid-way through an academic-year program. Proposals shall include a description of the overall concept of the program, a rationale for the duration, timing, and location of the event, and plans for coordinating logistics and implementing the program.

The event should facilitate participant personal and professional development, with a focus on leadership development and helping participants to maximize their CCI experience. Speakers must represent the diversity of America and provide diverse perspectives.

The proposal must demonstrate a commitment to work closely with ECA to determine the theme and location/s for the event and to coordinate opportunities for ECA’s participation and engagement with CCI participants during this program. If this event is not planned in the greater

Washington, D.C. metropolitan area, the proposal must include opportunities for meaningful engagement between CCI participants (or alumni) and ECA representatives. This engagement event will be closely coordinated with the ECA Program Office. Please provide a tentative plan for hosting the event virtually if travel restrictions or other unforeseen circumstances do not allow for an in-person event.

Participant Monitoring

Organizations cooperating with the Bureau on this program will be expected to keep the Bureau informed of the progress of these academic and enrichment experiences as well as other aspects of the program throughout the year.

Proposals must discuss how the participants’ progress in achieving program goals and objectives will be monitored at their U.S. host institutions (e.g. monitoring tools, surveys, interviews, work plans). The proposal shall describe individualized advising and support services host colleges will provide to the participants. The proposal shall cite the intended frequency of communication with participants and outline performance goals or benchmarks for each semester. The proposal shall also discuss evaluation of participants’ successes and the monitoring of their problems during the program, as well as mechanisms to address and improve the quality of participant activities. Staff assigned to the project shall be knowledgeable about best practices in the field of international education and demonstrate strong interpersonal and communication skills, sensitivity, and a flexible approach that is responsive to the individual participants and their circumstances. Proposals shall also outline how the consortium and host colleges will handle creating and enforcing the terms and conditions of the program to facilitate participant success.

Health, Safety, and Security of Participants

Proposals must demonstrate how the program administrator will safeguard the health, safety, and welfare of exchange participants in the program design and through participant monitoring.

Proposals shall also include flexibilities and contingency planning to demonstrate the proposed institutions’ ability to respond to needs that may arise during implementation of the program.

For example, best practices for responding to local, national, or international events or emergencies, such as the Coronavirus pandemic and/or natural disasters, should be incorporated into planning and implementation for CCI participants. Proposals shall include clear protocols on responding to participant emergencies.

Alumni Engagement, Follow-On Activities, and Reporting

After their CCI Program, many participants return home to challenging environments with high youth unemployment rates and limited access to financial resources. The applicant organization shall implement in-depth re-entry programming to prepare CCI participants for their transitions prior to returning home.

Alumni activities are an important part of the Bureau’s academic exchange programs. Activities ease the returnees’ transitions home, strengthen the CCI alumni network, and build the CCI

Program brand. Alumni programming in the form of professional development activities, virtual programming, blogs, newsletters, and use of social media provides critical program follow-on and maximizes and extends the benefit of the participants’ experiences in the United States. Proposals shall outline how host consortia or colleges will creatively organize and support alumni activities in close collaboration with ECA and the appropriate U.S. Embassies or Fulbright Commissions.

Proposals shall describe how long-term links with CCI alumni will be fostered and maintained.

Proposals shall provide a purposeful plan with an anticipated timeline for continued follow-on

CCI-wide and country-specific alumni engagement using both ECA and CCI resources and networks and in partnership with the U.S. Embassy or Fulbright Commission. Plans shall be designed to be sustainable without continued ECA support.

Alumni tracking is critical for the evaluation of the program and for the implementation of worthwhile follow-on programs. Participant and alumni data must be transferable to the database maintained at the Bureau. Alumni impact stories and social media properties must also be transferred to ECA at the end of any award agreement. Recipients are required to collect, maintain, store, and transfer data on participants/alumni, ensuring personally identifiable information (PII) is protected per Bureau guidelines. Proposals must demonstrate capacity to manage participant data per Bureau guidelines, respond to Bureau data requests, and maintain or transfer historical records beyond the duration of the cooperative agreement.

CCI Branding

Proposals must explain plans to promote CCI-wide branding and administer CCI websites and social media properties cooperatively with ECA and in compliance with ECA Communication

Guidelines. The proposal must demonstrate a commitment to sharing and publicizing program events, participant highlights, and alumni news with ECA and program stakeholders through the development of a media/communications plan. As part of that plan, applicant organizations must https://eca.state.gov/comms-guidance https://eca.state.gov/comms-guidance provide weekly highlight reports to the ECA Program Office. (See section D.3j.

Communications Guidance for ECA Recipients for more details.)

Evaluation

Evaluation and reporting methodologies are a key element of the proposal. It is important that applicant organizations be able to describe the CCI Program’s impact on individual participants, their home communities, and their U.S. community college campuses and communities.

Proposals must include a comprehensive evaluation plan that includes both quantitative and qualitative instruments to assess progress toward achieving the goals and objectives of the CCI

Program. Evaluation and reporting must document progress toward the goals and objectives at multiple points in time, such as at the end of the CCI Program and again at least one or more years after the conclusion of the program. (Please see section D.3h. Program Performance

Monitoring and Evaluation (M&E), below, for additional details. The Program Performance

M&E Narrative also provides guidance on what should be included as part of the applicant’s 20-page proposal narrative.)

Institutional Capacity:

All proposals must demonstrate depth of experience in conducting and administering complex and multi-faceted international education programs. An applicant organization, on behalf of the whole consortium, shall demonstrate the organization’s interest in and capacity to host participants from any and all countries and in all specified fields. The proposal must reflect the applicant organization’s institutional capacity and the range of fields in which the proposed host colleges have expertise.

Programs and projects must conform with the requirements and guidelines outlined in the

Solicitation Package, which includes the Notice of Funding Opportunity (NOFO) and the

Proposal Submission Instructions (PSI).

A1. Recipient Responsibilities

The responsibilities of the recipient organization include, but are not limited to, significant program management, outreach and selection, participant monitoring, J-visa oversight, financial management, follow-on activities, and program evaluation. The responsibilities are further detailed below:

Host Institution Selection and Oversight:

1. Identify and propose a consortia/combination of community colleges that collectively provides offerings in all eligible fields of study. Obtain approval of Bureau’s program officer on final host campuses;

2. Manage and oversee program planning and implementation at each host campus. Train campus administrators to ensure consistency of program quality and implementation of administrative procedures (i.e., communications, incident response, reporting, etc.)

across campuses.

3. Monitor, evaluate, and report to the Bureau’s program officer regarding host campus performance;

Recruitment, Selection, and Placement:

1. Establish a system for receiving candidate applications nominated by the U.S. Embassy or Fulbright Commissions, review each application for technical eligibility, and manage review of each candidate for medical clearance;

2. Create and maintain an up-to-date file on each selected participant;

3. Follow up with the U.S. Embassies and Fulbright Commissions regarding missing documents and respond to their inquiries, copying the appropriate program officer in the Bureau;

4. Review candidate dossiers and determine the best campus placement for each participant that will meet his/her academic and professional goals;

5. Ensure that final placements establish diverse cohorts of approximately 12-16 participants at each host campus that are multinational and mixed gender. It is ECA’s intention that no more than 25% of the campus participants be from the same country;

6. Obtain approval of the Bureau’s program officer on final candidate placements and assist program officer with communicating approved placements to the Public Affairs

Sections of the U.S. Embassies or Fulbright Commissions in the partner countries;

Pre-departure Support and Programming:

1. Prepare and distribute pre-departure materials for U.S. Embassies or Fulbright

Commissions to use during their in-country pre-departure orientations and coordinate virtual participation of consortia and ECA representatives in these events;

2. Prepare pre-departure materials for individual participants that describe program components, participation expectations, and preparation guidelines, and oversee the dissemination of these materials to participants through U.S. Embassies or Fulbright

Commissions;

3. Ensure that each participant signs a Terms and Conditions document (approved by

ECA) and completes all other participation requirements and necessary pre-travel paperwork;

4. Identify resources for pre-departure virtual and/or in-country English language learning and coordinate proposed opportunities;

5. Prepare and send the DS-2019 forms as soon as possible after placement to facilitate the visa application and adjudication process and at least 60 days before departure;

6. Notify the U.S. Embassies and Fulbright Commissions of each candidate’s proposed

U.S. arrival date and the date for sending travel itineraries for each participant;

7. Arrange round-trip travel for the participants from their home cities to their U.S. host institutions that is compliant with the Fly America Act and send this itinerary along with general travel information to each participant and the respective nominating

Fulbright Commission or U.S. Embassy;

8. Coordinate pre-departure communication between campus program coordinators and individual participants with pre-existing physical or mental health needs to facilitate pre-departure preparations and appropriate accommodations, as needed;

Program Planning and Participant Monitoring

1. Arrange housing for each participant in conjunction with host campuses and share rules and regulations for housing with participants;

2. Ensure that each participant receives an orientation upon arrival in the United States;

3. Enroll participants in the Bureau’s ASPE health benefits plan or alternative plan that meets J-1 visa requirements and is approved by ECA, advise participants about the benefits plan, and assist with claims as necessary;

4. Monitor participants’ adjustment, health and well-being, and program performance.

Oversee the coordination and implementation of health and safety protocols and procedures between all individual host campuses and the administrative partner.

Manage participant issues and emergencies at all times in coordination with the

Bureau’s program office, and submit participant incident report forms, as needed, based on ECA policy guidelines;

5. Assist participants in developing an individual development plan;

6. Develop and facilitate programming that will increase participants’ employability skills and assist them in applying for, obtaining, and participating in a professional internship directly related to the participants’ field of study;

7. Assist participants in contributing to service learning opportunities and developing leadership skills;

8. Develop and facilitate educational and cultural enrichment activities;

9. Plan and implement at least one CCI-program event that facilitates participant personal and professional development and helps participants maximize their CCI experiences;

10. Assist participants in preparing for re-entry and their transitions upon return home;

11. Manage and monitor the J-1 visa duration and SEVIS status of the participants;

12. Manage financial aspects of the program including participant maintenance allowances, housing allowances, accident and sickness benefits, host university agreements, taxes, and other activity costs;

13. Assume overall responsibility for complying with all applicable tax treaties and federal, state, and local laws on tax withholding and reporting for participants;

Evaluation, Reporting, and Branding

1. In close consultation with the Bureau’s program officer, evaluate the program and its impact on the participants, their host communities, and their host institutions during their stay in the United States, and after they return to their home countries;

2. Report programmatic, financial, and statistical information to the Bureau’s program officer and respond fully and promptly to requests for information relating to the participants and alumni.

3. Promote CCI-wide branding and administer CCI websites and social media properties cooperatively with ECA in compliance with ECA Communication Guidelines;

4. Ensure participants have signed a release form that states whether they approve or do not approve the use of their photos or quotes in publications related to the CCI

Program;

Alumni Programming and Ongoing Engagement

1. Track and maintain updated lists of alumni and facilitate follow-on activities with alumni after they return home; and

2. Plan and coordinate activities that would create opportunities for CCI-wide alumni engagement and amplify host campus alumni engagement efforts to strengthen both the

CCI-wide Program brand and the CCI alumni network.

A2. Substantial Involvement:

In a cooperative agreement, the Bureau is substantially involved in program activities above and beyond routine monitoring, as follows:

1) Participation in the design and direction of program activities;

2) Approval of key personnel;

3) Approval and input on program timelines and agendas;

4) Guidance in execution of all program components;

5) Review and approval of all program publicity and other materials;

6) Approval of host campuses;

7) Final selection of participating students;

8) Approval of placements and changes to students’ proposed academic field or institution;

9) Approval of decisions related to special circumstances or problems throughout the duration of the program;

10) Assistance with SEVIS-related issues;

11) Advising and consulting about participant emergencies;

12) Arrangements for State Department speakers during workshops;

13) Liaison with the U.S. Embassies, Fulbright Commissions, and State Department country desk officers; and

14) Performing an annual performance…