HSI 2019 Pre App Workshop FINAL.pdf

Developing Hispanic-Serving Institutions Program (DHSI)

Title V, Part A (84.031S) FY 2019 Grant Competition

Pre-Application Technical Assistance Workshop

Njeri Clark Competition Manager

DHSI Program

ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.

Before We Begin…

Call will be open to questions periodically.

If you do not get a chance to ask your question, email Njeri.clark@ed.gov after webinar.

FAQs will be posted on grants.gov site under “Related Documents.”

Request copy of today’s slides by email Njeri.clark@ed.gov

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application. 3 mailto:Njeri.clark@ed.gov mailto:Njeri.clark@ed.gov

Useful Definitions and Acronyms NIA- Notice Inviting Applications, commonly called RFP

(Request for Proposals) or CDN (Closing Date Notice)

DHSI- Developing Hispanic-Serving Institutions Program

PPOHA- Promoting Post-baccalaureate Opportunities for Hispanic Americans

Title III, Part F- HSI STEM Program- Authorized under Title III, but administered by the HSI Division

Grants.gov- Portal used by most Federal grant-making agencies- allows for streamlined electronic submission

E-biz Point of Contact (POC)- Chief Financial Officer, Certifying Official, Grants Office, etc.

AOR- Authorized Organization Representative (submits the application)

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application. 4

Purpose of the today’s workshop

Familiarity with the DHSI program purpose

Breakdown of the NIA requirements

Familiarize applicants with Grants.gov system

Familiarize applicants with how the competition works

Ensure applicants are fully equipped with information needed to apply successfully your official guide for submitting an application. 5

Agenda

The 2019 Competition

What’s new this year?

Overview of the DHSI, Title V, Part A program

Title V Eligibility

The DHSI NIA

Allowable Activities

Selection Criteria & Competitive Preference Priorities

Getting Started

Application Submission via Grants.gov

The Application Review Process

Questions from the Field

Final Thoughts

Additional Funding Opportunities 6

Fiscal Year 2019 Grant Competition

Notice Inviting Applicants published in Federal Register on May 15, 2019.

Applications due July 15, 2019 11:59:59pm EST.

Common Instructions published in Federal Register on Feb 15

Institutions may submit and be awarded one (1) Individual Development Grant. No Cooperatives.

Estimated available funds: $24 million.

Estimated average size of awards: $500,000-$600,000 per year.

Maximum amount for a grant is $600,000 per year.

Estimated number of awards: 40.

What’s New?

Common Instructions- Complete Submission

Instructions You may apply if you have a current DHSI, PPOHA, & HSI STEM grant Time change for the Deadline- 11:59:59pm Eastern

Time No Invitational or Absolute Priority; New CPPs Quality of Project Design –Logic Model must be supported by Promising Evidence Evidence Form in the Grants.gov Application

Package Changes to Program Profile Form Page limit and formatting Recommended, not required Notice of Intent to Apply Workspace in Grants.gov allows for grant teams to work on applications Expanded AOR Role in Grants.gov

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

Common Instructions your official guide for submitting an application. 9

Overview of the Program

Purpose of DHSI Title V, Part A

• To expand educational opportunities for, and improve the academic attainment of Hispanic students;

• To expand and enhance the academic offerings, program quality, and institutional stability of the colleges and universities that educate the majority of Hispanic students.

Applicable Regulations

1. Program Statute

2. EDGAR- 34 CFR Parts 75, 77, 79, 82, 84, 86, 97, 98, and 99

3. EDGAR- 34 CFR Part 606

4. The OMB Guidelines to Agencies on Government-wide Debarment and Suspension- 2CFR 180, as adopted and amended in 2 CFR part 3474

5. The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474

Title V Eligibility

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

HSI-Definition

HISPANIC-SERVING INSTITUTION. --

The term “Hispanic-Serving institution” means an institution of higher education that—

(A) is an eligible institution; and

(B) has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students

1. Designation of Eligibility for Title III & V

– Announced in Federal Register on Jan 29, 2019;

– Eligibility Matrix available- link was provided in the Notice

– Average Educational and General (E&G) expenditures per FTE and Needy Student Enrollment based on 2016-2017 data;

– Deadline for submission of waivers was February 28, 2019.

– Send questions to Jason.Cottrell@ed.gov

2. HSI Assurance for Title V

– 25% Undergraduate Hispanic student FTE

– Based on IPEDS final 2016-2017 school year data and IPEDS provisional data for 2017-2018 school year;

– Applicants provide HSI assurance on Program Profile Form in application

– Mandatory for Title V Program specific eligibility.

The Eligibility Process

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

mailto:Jason.Cottrell@ed.gov

Eligibility Matrix

If you met the HSI definition and have a current grant under one or more of these Title III, Parts A & B programs, you MAY NOT apply.

Strengthening Institutions Program

(SIP)

Alaska Native and Native Hawaiian (ANNH)(84.031N and 84.031W)

American Indian Tribally Controlled Colleges and Universities (TCCU) (84.031T)

Asian American and Native American Pacific Islander-Serving Institutions Program (AANAPISI) (84.031L)

Native American Serving Non-Tribal Institutions Program (NASNTI) (84.031X)

Predominantly Black Institutions (PBI) (84.031P)

Strengthening Historically Black Colleges and Universities (HBCU) (84.031B)

Strengthening Historically Black Graduate Institutions Program (84.031B)

If you met the HSI definition and have a current grant under these programs, you MAY apply.

Title V, Part A, DHSI

Title V, Part B, PPOHA

Title III, Part F programs including HSI STEM

Title III, Part E, MSEIP

Title VII, Part A programs

INDIVIDUAL GRANT

WHO’S ELIGIBLE TO APPLY?

Allowable Activities

Allowable Activities

•Faculty and staff development •Curriculum revision, expansion, development •Purchase of equipment for education or research •Improve instructional facilities (construction, maintenance, and renovation •Purchase books and other educational materials •Tutoring, counseling, and other student service programs •Strengthen administrative and funds management systems

• Establish or improve a development office to strengthen or improve private contributions

• Creating or improving facilities distance learning programs

• Establishing or enhancing a program of teacher education

• Community outreach programs

• Establish or improve an endowment fund

• Other proposed activities that carry out the purposes of this title and are approved by the Secretary

Office of Postsecondary Education

Higher Education Act (HEA) Amendments

The HEA of 2008 authorized additional activities to include:

1. Activities to improve student services, including innovative and customized instruction courses designed to help retain students.

2. Articulation agreements and student support programs designed to facilitate the transfer of students from 2-year to 4-year institutions.

3. Providing education, counseling services, or financial information designed to improve the financial and economic literacy of students or their families. 20

Endowment Fund

• Use up to 20% of total 5-year Title V funds;

• Match dollar-for-dollar with non-federal funds before you can draw down Title V funds; and

• Invest both grant and matching funds for 20 years.

• Note: Up to ½ of the interest may be spent during the 20 years.

Office of Postsecondary Education

Title V Funds Cannot Be Used to Support:

•Activities inconsistent with applicable State higher education plans;

•School or department of divinity or any religious worship or sectarian activity;

•Non-degree/Non-credit courses;

•Operational (Indirect) costs;

•Salaries for institution-wide officials;

•Costs for student recruitment; and

• Purposes other than the purposes set forth in the approved application

Office of Postsecondary Education

The DHSI Notice Inviting Applications (NIA)

I. Funding Opportunity Description-Program Overview, Background, CPPs, and Definitions, and Applicable Regulations

II. Award Information- Funding amounts, number of awards, etc.

III. Eligibility information

IV. Application Submission Instructions – Common Instructions, recommended page limit and formatting, Notice of Intent to Apply

V. Application Review Information-Selection Criteria to which you must respond; How applications will be reviewed; How tie-breakers are broken, Reporting requirements, etc.

VI. Award information-Next steps for successful applicants; Open licensing, audit, Reporting requirements; Performance measurements; and Continuation Awards

VII. Other Information your official guide for submitting an application. 23

Selection Criteria & Competitive Preference

Priorities

• The order of the Selection Criteria as stated in the Notice Inviting Applicants (NIA) should determine the order of your application.

• Respond to the selection criteria and each factor in the appropriate section.

• Quality of the content is key.

• Readability Matters.

Office of Postsecondary Education

Eight (8) evaluation areas:

Total Possible Score

a. Comprehensive Development Plan 25

b. Project Design 15

c. Activity Objectives 10

d. Implementation Strategy 15

e. Project Management Plan 10

f. Key Personnel 5

g. Evaluation Plan 15

h. Budget 5

Total possible points = 100 Total possible points for Competitive Preference Priority = 10

TOTAL POSSIBLE SCORE =110

Office of Postsecondary Education

•A. Quality of Comprehensive Development Plan (CDP) (Total: Up to 20 points)

• Are the institutional strengths and challenges clearly and comprehensively analyzed? Did the analysis involve the institution’s major constituencies? (up to 5 points)

• Are the goals realistic and well-planned? (up to 5 points)

• Are the objectives measurable and related to institutional goals and will they contribute to the institution’s growth and self-sufficiency? (up to 5 points)

• Is there a clear plan to institutionalize project achievements?

(up to 5 points)

• Is there a clear and comprehensive 5 year plan to improve services to Hispanic and other low-income students. (up to 5 points)

B. Quality of Project Design (Total: Up to 15 points)

• Does the applicant use a logic model to demonstrate a rationale?

• Is at least one component of the project supported by promising evidence?

c. Quality of activity objectives

• Are the objectives for each activity realistic and defined in terms of measurable results?

(up to 5 points)

• Are the objectives for each activity directly related to concerns/challenges and goals identified in the CDP? (up to 10 points)

D. Quality of implementation strategy

• Is the proposed implementation strategy for each activity comprehensive? (up to 5 points)

• Is the rationale for the implementation strategy for each activity clearly described and supported by results of relevant studies or projects? (up to 5 points)

• Is the timetable for each activity realistic and likely to be attained? (up to 5 points) 30

E. Quality of Project Management Plan (Total: Up to 10 points)

• Are the procedures for managing the project likely to ensure effective and efficient project implementation? (up to 5 points)

• Is the Project Coordinator and Activity Director afforded sufficient authority to conduct the project effectively, including access to the President or CEO? (up to 5 points)

F. Quality of Key Personnel (Total: Up to 5 points)

• Is the past experience and training of key personnel directly related to the activity objectives? (up to 2 points)

• Are the key personnel time commitments realistic? (up to 3 points)

G. Quality of Evaluation Plan (Total: Up to15 points)

• Are the data elements and collection procedures clearly described and appropriate to measure project outcomes? (up to 5 points)

• Are the data analysis procedures clearly described and are they likely to produce formative and summative results? (up to 5 points)

• Will the data gathered provide guidance about effective strategies suitable for replication or testing in other settings? (up to 5 points)

YOUR EVALUATION PLAN

A strong evaluation plan should be included in the application narrative and should be used, as appropriate, to shape the development and implementation of the project from the beginning of the grant period. The plan should include benchmarks to monitor progress toward specific project objectives and outcome measures to assess the impact of the grant funded activities.

More specifically, the plan should respond to the factors listed in the evaluation plan section of the selection criteria.

your official guide for submitting an application. 34

H. Quality of Budget (Total: Up to 5 points)

• Are the costs proposed in your budget necessary and reasonable in relation to the project?

A detailed budget for each activity must be provided in the Budget Narrative; and an overall summary budget for the project must be outlined on the ED 524 form within the application.

Competitive Preference Priorities Applicants may only address one of the competitive priorities.

Competitive Preference Priority 1 (up to 10 additional points).

Projects that are designed to expand the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources

Office of Postsecondary Education

Competitive Preference Priority 2 (up to 10 additional points) Projects that support instruction in personal financial literacy, knowledge of markets and economics, knowledge of higher education financing and repayment (e.g., college savings and student loans), or other skills aimed at building personal financial understanding and responsibility.

Office of Postsecondary Education

Performance Measures:

The Secretary has established the following key performance measures for assessing the effectiveness of the DHSI Program:

The annual rate of degree or certificate completion for all students, and specifically for Hispanic students, at DHSI grantee institutions.

The annual persistence rate at DHSI grantee institutions for all students, and for Hispanic students in particular, from one year to the next.

Performance Measures (cont’d):

The percent of all students, and of Hispanic students in particular, that transfer from a 2-year HSI to a 4-year institution.

The annual percent change in the number of Hispanic students completing a teacher preparation program.

The number of all students, and the number of Hispanic students in particular, served by any direct student service supported by the grant.

Federal cost per undergraduate and graduate degree at institutions in the DHSI program.

Getting Started

Planning your grant application Review the NIA and the

Grant Application Booklet thoroughly with your team.

Use analysis and evaluation to identify institutional challenges or issues.

Focus on the most well analyzed challenges or issues that confront your institution.

Ensure that those responsible for managing the grant will have sufficient authority to implement the proposed application activities effectively.

Be realistic and straightforward about every aspect of your project design.

Dedicate adequate resources and time to develop your grant application.

Know your budget and ensure costs are justifiable, reasonable, and allowable.

Activity Development

•What are possible solutions for the institutional challenges and opportunities identified?

–What is appropriate for your institution?

–Is there a pilot project that could be expanded?

–Is there a model program that worked at another institution?

•Gather evidence to support the fact that your proposed objectives will actually address identified needs:

–How do you know that the activity will meet the needs of your project?

Institutional Buy-in •Do key institutional players (Chancellor or President, faculty, and staff) support the activities, goals, and objectives of the Title V proposal?

•Are there accountability measures in place for any partners named in the proposal?

•Have all the necessary stakeholders been informed, as applicable, about the activities, goals, and objectives in the proposal?

•Is this a “pet project” or an institutional project?

Managing the Grant

•What management activities will support the implementation, activities, and evaluation?

• Can key personnel be identified now?

• Knowledge, skills, and abilities (KSAs) of the key personnel identified in job descriptions

• Time commitment of the key personnel

• Organizational chart

•Key personnel: Project Director and Activity Coordinators;

•Other Personnel: Be aware of the KSAs of other personnel in order to budget appropriately.

Logic Models Can help you plan and monitor program evaluations.

Major components of education programs—resources, activities, outputs, and short-, mid-, and long-term outcomes

Reveal the relationships among these components.

These program components are often the focus of evaluation questions such as these:

To what degree were the program resources sufficient to implement the program effectively?

To what degree were the program activities conducted as intended?

To what degree were the expected program outputs realized?

To what degree did the program achieve its short-, mid-, and long-term outcomes?

Project Evaluation

• Your project design should inspire your evaluation methods.

• Your evaluation methods should produce evidence about the project’s effectiveness.

• Identify outputs that will provide formative data to help you achieve substantial progress during your grant.

• Identify outcomes for each year that will provide benchmarks on the success of your grant. Be sure to:

– Quantify when possible;

– Establish baseline data; and

– Set meaningful outcomes and goals.

• Use the identified Performance Measures to build your project assessments.

Output vs. Outcome Can you distinguish the outputs from outcomes?

• A third of the faculty reported integrating technology into all of their courses within a year of taking the Integration PD training. {Output}

• Retention in the nursing program increased by 3% in the years after the Intensive Advising program was implemented.{Outcome}

• 85% of freshmen pre-med students participated (attended three or more sessions) in learning communities. {Output}

• The number of Hispanic pre-med majors increased by 15% between academic years 20014 and 2015. {Outcome}

Results

• What is the expected outcome for each activity?

• What will change if the project is implemented?

• Can you measure this change?

• When will you see results for proposed activities?

• Your expected outcomes will lead to your evaluation plan for the project.

Institutionalization

• Lasting improvements in the institution

• Institutional commitment aligned to the purpose of the grant

• Sustainability of practice that is aligned to the overall purpose of the grant

Application Submission and The Review Process

2019 Grant Application Electronic submission is required via www.Grants.gov

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

http://www.grants.gov/ your official guide for submitting an application. 52 your official guide for submitting an application. 53 your official guide for submitting an application. 54 your official guide for submitting an application. 55 your official guide for submitting an application. 56 your official guide for submitting an application. 57 your official guide for submitting an application. 58 your official guide for submitting an application. 59 your official guide for submitting an application. 60 your official guide for submitting an application. 61 your official guide for submitting an application. 62 your official guide for submitting an application. 63 your official guide for submitting an application. 64 your official guide for submitting an application. 65 your official guide for submitting an application. 66 your official guide for submitting an application. 67

Before submitting your application, use the application checklist in the Instructions Booklet

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application. 68

Electronic Field Review •G5,the Department’s online grants management system, is used for application review.

•Applications are received via electronic format.

•Each reader receives training.

•Readers are responsible for reading and evaluating application quality.

•Panel discussions allow reviewers to discuss applications from their perspective and to gain an understanding of their comments and scores.

*Consensus is not required.

Questions from the Field

Questions from the field

1. What is the range of awards?

The estimated range of awards is $500,000-$600,000 per year. The maximum amount for an Individual grant award is $600,000 per year for 5 years for a maximum total of 3 million dollars.

2. May an applicant request less than the average award size?

Yes.

3. What is the correct deadline date for application submission?

The deadline to submit applications for this competition is July 15 at 11:59:59 pm Eastern time. You should note that each application is time stamped. The time of submission is based upon the entire upload of the application and acceptance of the application in grants.gov and G5 interface.

4. Selection Criterion (e) Quality of Management Plan refers to the “Project Coordinator and Activity Director." Is the Project Coordinator the same as Project Director and/or Principal Investigator? Are projects expected to include both a Principal Investigator and a Project Director?

The titles are sometimes used interchangeably and while you do not need to have both, the overall management plan is up to you.

5. Is teacher education in STEM an allowable activity?

Yes.

6. Can we give students stipends for lab work, research?

Yes, stipends to students conducting research is allowable, but must be aligned to program purpose and goals as it relates to this program.

7. Can we hire students for tutoring?

Yes.

8. Can I answer both Competitive Preference Priorities in order to recieve the maximum points possible?

No. Applicants must only answer 1 Competitive Preference Priority. If an applicant answers both, the Reviewers will only review the first one.

9. Can I receive a new Title V award if I am already the recipient of a Title V award in 2018?

Yes.

10. Can I receive a new Title V award if I am a current Title III, Part A or B grantee?

No. Per legislation, «No Hispanic-serving institution that is eligible for and receives funds under this title may concurrently recieve other funds under parts A or B of Title III during the period for which funds under this title aer awarded.» This applies to lead institutions only. 72

11. Is there an Absolute Priority that must be addressed for this competition?

No.

12. If an application is submitted late, is there a grace period for acceptance?

No! You must submit your application no later than 11:59:59 PM Eastern time on the deadline date. If it is a second late, it is ineligible.

13. Should my project address all of the Performance Measures listed in the NIA?

No. Focus on the measures that are specific to your project.

14. The solicitation does not specifically mention the retention of an evaluator. Does the evaluator need to be someone from out the organization or can it be an in-house evaluator? What are the limitations in cost for such an evaluator?

It depends on your project. We do not stipulate what type of evaluation methods you propose or if you use an internal or external evaluator.

Develop your evaluation based on what makes sense for your institution and your project. The costs should correlate to the project.

15. Will my application be deemed ineligible if my charts are single spaced?

No

16. Can a non-WWC approved or Department assessed study that meets the standard also be acceptable.

Yes, if the study meets the requirements as outlined in (iii)

17. Is more than 1 study recommended/needed?

The focus should not be on the study; it should be on the service to be provided, or activity and the research that supports that service and/or activity. Here are some questions to ask yourself: Why am I proposing such a service or activity? What evidence supports that it will provide a positive change or impact? (this is where the research comes in.) Are there one or more studies? If so, what are they? Is there a practice guide or report from WWC that supports this?

18. If we want to adapt a study of a summer bridge to college program for high school students for a bridge to graduate for college students, is this acceptable, especially since while the proposed project does not overlap with the population in the study (high school students), it does overlap with the setting (college campus).

Yes, but then state what aspects of the practice within the study you are adapting and then, how will you know your adaptation will not be negative? How will you evaluate?

19. If I am not funded this year, will you fund down the slate next year?

It is possible, but presently, we are planning on holding a large competition next year. This is dependent on Congressional appropriations and level funding.

20. I heard there is a 2 year wait out period for this program?

The wait-out period provision in the HEA (on which the regulation is based) was eliminated from the statute by Pub.L. 109-292, the Third Higher Education Extension Act of 2006.

your official guide for submitting an application. 75

21. Can you provide the rubric that grant reviewers will use to evaluate our proposals?

SCORING GUIDANCE FOR DHSI GRANT REVIEWERS

A fully-developed response demonstrates a clear understanding of the criterion requirements. The response not only addresses the factor, but also comprehensively demonstrates alignment between what is proposed, how it will be carried out, and the subsequent impact.

A well-developed response demonstrates a clear understanding of the criterion requirements. The response addresses the factor, and demonstrates a basic alignment between what is proposed and how it will be carried out and the subsequent impact.

An adequate response demonstrates a partial understanding of the criterion requirements. The response may address the factor, but provides inadequate, and at times, inconsistent information with regard to what is proposed, how it will be carried out, and the subsequent impact.

A poorly-developed response demonstrates minimal understanding of the criterion requirements. The response does not address the factor, and demonstrates poor alignment between what is proposed, how it will be carried out, and the subsequent impact.

A zero-point response means that the criterion requirements were not addressed anywhere in the application.

your official guide for submitting an application. 76

22. Can you explain the 3rd sub-criterion under Quality of the Evaluation Plan?

Will the data gathered provide guidance about effective strategies suitable for replication or testing in other settings? (up to 5 points).

This is specific to your evaluation methods for your project. You should propose methods that you feel will be useful to other organizations in case they want to implement the same strategies and you should make the case for that in your application. Your methods should produce results that are conclusive and at the very least, provide guidance about effective strategies.

your official guide for submitting an application. 77

Upcoming Funding Opportunities within the Office of Post-secondary

Education

Promoting Postbaccalaureate Opportunities for Hispanic Americans

(PPOHA)

Office of Post-secondary Education

Program supports graduate students and programs

Grant Competition to be held this Spring. The NIA will be published soon. Approximately 21 applications will be funded. Typical funding amount per year per grantee is $450,000.

Contact: Dr. Maria Carrington (202)453-7339

Strengthening Institutions Program (SIP) Title III, Part A Office of Post-Secondary Education

Grant Competition to be held this summer. Dates TBD. Program expects to publish NIA sometime in the summer (towards the later side).

Approximately 50 applications will be funded. Typical funding amount per year per grantee is $450,000.

Contact Nalini Lamba-Nieves at Nalini.Lamba-Nieves@ed.gov

Special Rule: You may not receive funds under this program while receiving funds under Title V, Part A (DHSI).

mailto:Nalini.Lamba-Nieves@ed.gov

Alaskan Native-Native Hawaiian Program (ANNH), Title III, Parts A & F Office of Post-Secondary Education

This program provides grants and related assistance to eligible Alaska Native-serving institutions and Native Hawaiian-serving institutions of higher education to enable such institutions to improve and expand their capacity to serve Alaska Natives and Native Hawaiians.

NIA published in Federal Register on June 4, 2019. Submission time is 30 days. Approximately 50 applications will be funded. Typical funding amount per year per grantee is $400,000.

Contact Robyn Wood robyn.wood@ed.gov mailto:robyn.wood@ed.gov

Title V FY 2019 competition:

Application deadline:

July15, 2019

11:59:59 EST

SUBMIT EARLY TO ENSURE A SUCCESSFUL

SUBMISSION!!!

Visit www.ed.gov/hsi regularly for updates and news.

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

http://www.ed.gov/hsi

Resources Office of Post-Secondary Education https://www2.ed.gov/about/offices/list/ope/index.html

Developing Hispanic-Serving Institutions Program (DHSI) http://www2.ed.gov/programs/idueshsi/index.html

Tier 1 Eligibility -Contact Jason Cottrell at jason.cottrell@ed.gov or Christopher Smith at christopher.smith@ed.gov

OMB Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards - Technical Assistance for ED Grantees https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html

Federal Register www.federalregister.gov

Grants.gov www.grants.gov Grants.gov- How to apply for grants https://www.grants.gov/web/grants/applicants/apply-for-grants.html

IPEDS NCES

https://nces.ed.gov/help/webmail/ https://www2.ed.gov/about/offices/list/ope/index.html http://www2.ed.gov/programs/idueshsi/index.html mailto:%E2%80%93jason.cottrell@ed.gov mailto:Smith-christopher.smith@ed.gov https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html http://www.federalregister.gov/ http://www.grants.gov/ https://www.grants.gov/web/grants/applicants/apply-for-grants.html https://nces.ed.gov/help/webmail/

Call for Peer Reviewers

Email your resume to Njeri.clark@ed.gov

Due to the Conflict of Interest that may exist, you may not serve as a Reviewer in this competition if you are also an applicant.

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

mailto:hsi@ed.gov

HSI Division Contact Information

Office of Postsecondary Education

HSI Division Contact Information Beatriz Ceja, Division Director beatriz.ceja@ed.gov or 202-453-6239

Dr. Maria Carrington, PPOHA Program Lead maria.carrington@ed.gov 202-453-7339

Rick Gaona rick.gaona@ed.gov 202-453-6077

Dr. Stacey Slijepcevic, HSI STEM Program Lead stacey.slijepcevic@ed.gov 202-453-6150

Njeri Clark, DHSI Program Lead Njeri.clark@ed.gov 202-453-6224

Shanesia Hadley shanesia.hadley@ed.gov 202-453-7557

Everardo Gil everardo.gil@ed.gov 202-453-7712

Terrance Hilton terrance.hilton@ed.gov 202-453-6155

Kissy Chapman-Thaw Kissy.chapman-thaw@ed.gov 202-453-7627 86 mailto:beatrice.ceja@ed.gov