Preparing for the Title III Part F STEM Competition Alliance of Hispanic Serving Institutions Educators Grantsmanship Institute March 20, 2016

Title II Part F, Section 371 of the Higher Education Act The purpose of the Hispanic Serving Institutions Science, Technology, Engineering or Mathematics (HSI STEM) and Articulations Programs is: To increase the number of Hispanic and other low- income students attaining degrees in science, technology, engineering or mathematics; and To develop model transfer and articulation agreements between two- and four-year institutions in such fields.

Funds may be used for: Improving academic quality of STEM programs through curriculum revision and development, or faculty development; Developing research opportunities for students in STEM fields; Providing or improving student services including counseling, tutoring, mentoring or establishing learning communities; Encouraging secondary students to pursue STEM degrees and careers through outreach activities; and Improving STEM facilities and equipment needed for science instruction and computer laboratories.

2016 Competition What has changed in the 2016 competition Overview of Closing Date Notice

What has changed/Overview of Closing Date Notice Individual grants only/ No cooperatives You may still partner with another institution, but no grant funds may pass through to them More focus on a strong evaluation section/evidence of practice What Works Clearinghouse Five scoring criteria (completely different from 2011) Two competitive preferences, but can only address one No HSI program profile form Less focus (i.e. points) on need, key personnel, adequacy of resources RFP now allows for a Principal Investigator in addition to Project Director

Basic Information Deadline is May 3 Application through grants.gov Page limit is 50 (or 55 if addressing a competitive preference priority) All attachments must be in PDF Project abstract has specific requirements Award amount: $700,000-$1.2 million/year However, ED is encouraging applicants to ask only for what they need and not to pad the budget Include a logic model Performance measures are outlined in RFP

Performance Measures a. The percentage change, over the five-year grant period, of the number of Hispanic and low-income full-time STEM field degree-seeking undergraduate students enrolled. b. The percentage of Hispanic and low-income first-time, full-time STEM field degree-seeking undergraduate students who were in their first year of postsecondary enrollment in the previous year and are enrolled in the current year who remain in a STEM field degree/credential program. c. The percentage of Hispanic and low-income first-time, full-time degree- seeking undergraduate students enrolled at four-year HSIs graduating within six years of enrollment with a STEM field degree. d. The percentage of Hispanic and low-income first-time, full-time degree- seeking undergraduate students enrolled at two-year HSIs graduating within three years of enrollment with a STEM field degree/credential.

e. The percentage of Hispanic and low-income students transferring successfully to a four-year institution from a twoyear institution and retained in a STEM field major. f. The number of Hispanic and low-income students participating in grant-funded student support programs or services. g. The percent of Hispanic and low-income students who participated in grant-supported services or programs who successfully completed gateway courses. h. The percent of Hispanic and low-income students who participated in grant-supported services or programs in good academic standing.

i. The percent of Hispanic and low-income STEM field major transfer students on track to complete a STEM field degree within three years from their transfer date. j. The percent of Hispanic and low-income students who participated in grant-supported services or programs and completed a degree or credential.

STEM Application Components ◦ Absolute Priorities ◦ Competitive Preference Priorities ◦ Quality of the Project Design ◦ Quality of Project Services ◦ Significance ◦ Quality of the Management Plan ◦ Quality of the Evaluation Plan

Main Components of a Title III Part F grant RESPONDING TO THE RFP

Absolute Priorities Absolute Priority 1: An application that proposes to develop or enhance tutoring, counseling, and student service programs designed to improve academic success, including innovative and customized instruction courses (which may include remedial education and English language instruction) designed to help retain students and move the students rapidly into core courses and through program completion. Absolute Priority 2: An application that proposes activities to increase the number of Hispanic and other low-income students attaining degrees in the STEM fields and proposes to develop model transfer and articulation agreements between two-year HSIs and four-year institutions in STEM fields.

Absolute Priorities, cont. Must address both Include a separate header Tie your project into each

Competitive Preference Priorities Competitive Preference Priority 1 (One additional point) —Applications supported by evidence of effectiveness that meets the conditions set out in the definition of “evidence of promise.” Competitive Preference Priority 2 (Three additional points) —Applications supported by evidence of effectiveness that meets the conditions set out in the definition of “moderate evidence of effectiveness.”

Competitive Preference Priorities Each applicant can address either CPP 1 or CPP 2 CPP 1 is worth 1 point CPP 2 is worth 3 points Evidence in the CPPs needs to cover a majority of your project

Quality of Project Design Include: Overview of project and how it relates to your institution’s needs A review of relevant literature A high-quality plan for project implementation The use of tools to ensure successful achievement of project objectives How project is supported by strong theory How project represents an exceptional approach to the priorities established for the competition

Quality of Project Services Include: ◦How project reflects up-to-date knowledge from research and effective practice ◦Keep data within the last five years ◦The likely impact of the services to be provided by the proposed project on the intended recipients of those services ◦Hispanic students ◦Other under-served students

Significance Include: The potential contribution of the proposed project to increased knowledge or understanding of educational problems, issues or effective strategies. The likelihood that the proposed project will result in system change or improvement.

Quality of Management Plan Include: ◦How plan will be completed on time and within budget ◦Timeline including task, responsible party, methods involved, results and time frame ◦Include organizational chart ◦Show that project has a connection to the president ◦How time commitment of key staff (project director, PI, etc.) is adequate ◦Include brief information on other positions as well

Quality of the Evaluation Plan Include: ◦Goals, objectives and outcomes ◦How evaluation methods are thorough and will help meet project goals ◦Include formative and summative evaluation activities ◦Explain the evaluation process, especially how internal and external components will work together ◦How evaluation will produce evidence of effectiveness ◦Overview of data to be collected, using: 1. Types of data to be collected; 2. When data will be collected; 3. What methods will be used; 4. Instruments to be developed and when; 5. How the data will be analyzed?; 6. When reports of results and outcomes will be available; and 7. How will applicant use the information?

Budget Narrative Include in a separate narrative document: ◦Breakdown of each budget category ◦Detail of how amounts were arrived at ◦Use standard federal budget categories: ◦Personnel ◦Fringe Benefits ◦Travel ◦Equipment ◦Supplies ◦Construction ◦Contractual ◦Other Show all five years