National Program Leaders Tribal College Programs: Research, Education and Extension CSREES Thank everyone for coming Introduce ourselves - saleia - tg purpose of slide show - overview of CSREES native serving grant opportunities - CSREES - SERD Joan Gill Tim Grosser National Program Leaders 3 December 2006

Research, Education, and Extension Service CSREES The Cooperative State Research, Education, and Extension Service An Agency within USDA Congress Created CSREES through the 1994 Department Reorganization Act Formerly, 2 separate agencies: Cooperative State Research Service Extension Service The Cooperative State Research, Education & Extension Service Agency that funds & provides leadership to the US Land Grant System

VISION: MISSION: and Communities Agriculture is a Knowledge-based, Global Enterprise, Sustained by the Innovation of Scientists and Educators MISSION: To Advance Knowledge for Agriculture, the Environment, Human Health and Well-being, and Communities Vision: Ag is a knowledge based Global Enterprise sustained by innovation of Scientists & Educators Mission: To Advance Knowledge for Ag the Environment, Human Health and Well Being & Communities

Through CSREES grants, USDA enables researchers, educators and extension agents in the US to solve problems critical to farmers, consumers, and communities CSREES is USDA's major extramural research agency - funding individuals, institutions and community-based organizations CSREES uses Grants to: - identify needs and apply science to help solve problems - help under-served populations - provide funding for national initiatives like obesity, water quality etc CSREES funds - institutions - individuals - community based organizations

Grants & Formula Funds Research & Extension Formula funding Competitive Research Grants (NRI) Competitive & Non-Competitive Research, Extension & Education Grants Special Initiative Grants Special Appropriations Two Types of assistance: Formula: - providing appropriated funding to institutions for Research & Extension Grants: - competitive & non-competitive - targeted & non-targeted -

CSREES Partner Institutions To Date Colleges of Agriculture – 108 LG & 22 non-LG 1890 Universities & Tuskegee University - 18 1994 Native American Land-Grant Institutions – 33 Agricultural Experiment Stations - 59 Cooperative Extension Services - 57 Schools of Forestry - 63 27 Colleges of Veterinary Medicine - 27 Colleges of Family & Consumer Sciences - 42 Hispanic Serving Institutions - 182 the Land Grant System is made up of - 108 colleges & universities - hbcu – tribal – insular institutions - historical references to granting land in 1862 vs providing money in 1994

CSREES Funding Higher Education Grants $ 50 million Total CSREES Funding - $1.2 billion - Formula Funds - Competitive & non-competitive Grants Research Grants - $ 255 million - 1994 Tribal Research Grants - $ 1.3 million Higher Education Grants $ 50 million - Tribal Equity - $ 2.23 - Tribal Endowment - $ 12 Extension Formula & Grants - $ 451 million - Tribal Extension Services - $ 3.2 million - FRTEP (1862s) - $ 1.9 million Overall CSREES funding is $1.2 Billion - formula & grants Tribal grants come out of the larger CSREES Grant money

CSREES Grants Tribal Eligible CSREES National Research Initiative – NRI - Human Nutrition & Obesity - Managed Ecosystems - Rural Development SERD Higher Education Grants - Challenge, Higher Ed & Secondary - Multicultural Scholars CSREES Integrated Grants - Regional Integrated Pest Management There are Other CSREES Grants that Tribal Institutions can apply for NRI - Human Nutrition & Obesity - Managed Ecosystems - Rural Development SERD Higher Education Grants - Challenge, Higher Education & Secondary Education - Multicultural Scholars Integrated Grants - regional Integrated Pest Management Many programs require a matching amount or grant Many require collaborations with other partner institutions see following web-site for complete list HTTP://www.csrees.usda.gov - funding opportunities http://www.csrees.usda.gov - funding opportunities

Funding Opportunities For CSREES www.csrees.usda.gov/funding/rfa_list.html For All Federal Agencies www.grants.gov

CSREES Organization Chart Administrator SERD Extramural Programs Plant & Animal Systems Natural Res & Environment SERD Org Chart - Unit within CSREES called Science & Education Resources Development SERD is a higher education grant managing program one of eight program units with in CSREES Competitive Programs Information & Technology Econ & Community Families 4H & Nutrition

SERD Science & Education Resources Development Higher Education Programs: - Competitive Grants in Secondary, Post-Secondary & Graduate Education in Food & Agriculture Sciences Multicultural Alliances: - Competitive & Formula Grants for Minority Serving Institutions and Organizations International Programs: - National Program Leadership for International Development and Technical Assistance Three Units within SERD 1 Higher Education Programs - Competitive Grants in Secondary, Post-Secondary & Graduate Education in Food & Agriculture Sciences 2 Multicultural Alliances - Competitive & Formula Grants for Minority Serving Institutions and Organizations 3 International Programs - National Program Leadership for International Development and Technical Assistance

SERD Program Staff Programs: Endowment, Equity Tim Grosser Research Saleia Afele-Faamuli Extension Joan Gill 1994 Analyst Keyana Ellis Contact: 202-720-1254

ADMINISTRATIVE CONTACTS Awards Management: - Susan Bowman 202-401-4324 - Janet Schmidt - Viveca Yancey Fiscal: - Ellen Danus 202-205-5667

1994 Land-Grant Legislative History Equity in Educational Land-Grant Status Act of 1994 - Land-Grant Status for 29 Tribal Colleges - Authorizes appropriations for: endowment fund, higher education & extension Agricultural Research, Extension, and Education Reform Act of 1998 - 1994 L-G status for Little Priest Tribal College - Authorizes appropriations for research Farm Security and Rural Investment Act of 2002 - 1994 L-G status for White Earth Tribal and Community College Native American Technical Corrections Act of 2004 - 1994 L-G status for Saginaw Chippewa Tribal College Fiscal Year 2005 Omnibus Appropriations Bill - 1994 L-G status for Tohono O’odham Community College It was in 1994 that Congress gave land-grant status to 29 Tribal College and Universities. At that time, Congress authorized appropriations for: -- establishment of an endowment fund, -- teaching or higher education programs (sometimes we refer to this as the “Equity” program or the “Equity education” program), -- extension and -- institutional capacity building. This last program, which is a building and facilities program, has never received appropriations from Congress. However, you will see on a later slide that Endowment funds may be used for construction and maintenance. The research program was authorized 4 years later through AREERA… And Congress added 4 schools to the list of 1994’s between 1998 and 2005.

Tribal Colleges Extension Program Purpose: Provide Extension Education through the 1994 Land-Grant Institutions to help meet the needs of Native American People and Communities FY 2006 Appropriations: $3.24 million Categories Funded in FY 2006: Increase Extension Program Capacity – Most Funded at $85,000 per year Extension Special Emphasis Projects – Most funded at $100,000 - up to three years Awards: Competitive Areas of Support: Agriculture Community and Economic Development Family Development and Resource Management 4-H and Youth Development Leadership and Volunteer Development Natural Resources and Environmental management Nutrition, Diet and Health The 1994 legislation that authorized the Extension Program amended the Smith-Lever Act of 1914 to include the 1994 Land-Grant colleges. The Extension Program at the Tribal Colleges is administered through a competitive application process. Each school has an opportunity to apply for “Increased Capacity” grants which fund projects up to $85,000 per year. The schools may also apply for “Special Emphasis” grants which provide up to $100,000 in funds for up to 3 years. In FY 2006, 26 colleges received “Increased Capacity” grants; 11 “Special Emphasis” grants were awarded to 9 colleges.

Tribal Colleges Extension Program FY 06 - awards for Increase Capacity can be 4-year continuation grants - optional FY 07, only 4-year continuation grants for Increase Capacity will be made Extension Special Emphasis awards still “new” grants – up to 3 year duration Annual impact reports required

Tribal Colleges Endowment Fund Purpose: To Strengthen Teaching Capacity Targeted Areas: Curricula Design & Materials Development Faculty Development & Teaching Preparation Instruction Delivery Systems Student Experiential Learning Teaching Equipment & Instrumentation Student Recruitment and Retention Facility Construction, Renovation & Maintenance Awards: Each institution annually receives interest earned on the endowment upon approval of annual plan of work. Amount is based on Indian student enrollment. 2006 interest was $2.74 million. Distribution ranged between $291,000 and $29,000. Endowment Fund Purpose: To Strengthen Teaching Capacity Targeted Areas: Undergraduate/Graduate studies in one or more of the following: - Curricula Design & Materials Development - Faculty Development & Teaching Preparation - Instruction Delivery Systems - Student Experiential Learning - Teaching Equipment & Instrumentation - Student Recruitment and Retention - Facility Construction, Renovation & Maintenance Awards: Each institution annually receives interest earned on the endowment upon approval of annual plan of work. Amount is based on Indian student enrollment. 2006 interest was $2.74 million. Distribution ranged between $291,000 and $29,000.

Tribal Colleges Endowment Fund Plan of work required Annual Impact Reports No-Year Funding – beyond 5 Years

Tribal Colleges Education Equity Purpose: Build institutional capacity to strengthen academic instruction Targeted Areas of Support: Degrees in food and agricultural sciences: Curricula Design Faculty & Teaching Development Instruction Delivery Systems Student Experiential Learning Teaching Equipment Student Recruitment and Retention Awards: Each Institution receives equal funding based on appropriations. In FY 05 and FY 06, funding was $67,000 and $79,000 per school Education Equity Purpose: Build institutional capacity to strengthen academic instruction Targeted Areas of Support: Degrees in food and agricultural sciences: - Curricula Design - Faculty & Teaching Development - Instruction Delivery Systems - Student Experiential Learning - Teaching Equipment - Student Recruitment and Retention Awards: Each Institution receives equal funding based on appropriations. In FY 05 and FY 06, funding was $67,000 and $79,000. 4-year projects require approval of proposal and annual progress updates.

Tribal Colleges Equity Program 4-Year Continuation Awards 2006 Award – Solicitation Letter - requires proposal in e-grants No 2006 Award – RFA All awards require annual Impact Reports four year continuation grants awarded in 2006 for all four years 2007 funds require a proposal submitted to e-grants schools not awarded in 2006 have to submit a proposal against an rfp – due out 15 december all awards require annual impact reports funds expire after 5 years !!!

Tribal Colleges Research Grants Program Purpose: Assist 1994 Land-Grant Institutions conducting high priority agricultural research of tribal, national, regional significance Each proposal must include documentation of cooperation with at least one 1862 or 1890 Land-Grant Institution Targeted Areas of Support: investigative and analytical studies in food and agricultural sciences FY 2006 Appropriations: $1.029 million Awards: competitive, 1 – 3 year projects Single – up to $75,000 Joint – up to $150,000 1994 + 1862 or 1890 + cooperator ~31-33 eligible institutions, competitive Since its inception in FY 2000, $6.2m+ have been awarded to 22/33 1994s, averaging 7-8 awards/year. Approx. 3 institutions have consistently applied at least 4-6x since 2000. 5 institutions – 3x out of 7 3 institutions – 2x 10 institutions – once 11 institutions have not applied yet. Whether it’s an individual proposal or a joint proposal, the applicants are required to partner with at least 1 1862 or 1890 institution. The joint application includes an outside joint partner on subcontract to the land grant institutions partnership.

Tribal Colleges Research Program RFA is published Proposal Due Date is 28th December Annual and Termination Reports 5-Year expiration date

Meaning for 1994 Schools ? Recruit and Retain Faculty & Students Become full Land Grant Partners Recruit and Retain Faculty & Students Capacity to Respond to Relevant Issues Have a Steady Stream of Resources Enhance the Image of the Institution Construct and Renovate Facilities Form Strategic Alliances & Leverage grants Meaning for the 1994 Schools * Express Land Grant Mission * Recruit and Retain Faculty and Students * Develop a Capacity to Respond to Relevant Issues * Respond Effectively to Stakeholder Needs * Have a Steady Stream of Resources * Enhance the Image of the Institution * Construct New and Renovate Existing Facilities * Form Strategic Alliances with Other Institutions and Orgs

RFA’s check deadlines e-grant requirements for project description follow precisely check deadlines e-grant requirements for project description attachment information budget allowances hints on what evaluators look for

General Terms and Conditions - B Located at www.csrees.usda.gov Approval requirements - change in key personnel - no-cost extension of time - change in project scope - budget changes reporting: - annual reports: due 90 days anniversary date - final technical report: comprehensive - due 90 days after termination date

Program Action – Logic Model

Impact Example 1 Through our summer camp program, youth were taught leadership skills.  The activities were well received and interest was expressed in having the camp again next summer.

Impact Example 2 We conducted 6 classes on animal health.  We set up a booth at the rodeo to hand out brochures on animal vaccination schedules.  We organized workshops with the local veterinarian.  16 ranchers learned how to use a new software package that will improve their management skills.

Impact Example 3 Development of an Assoc Degree in Env Science Increase in: - # enrolled in Environmental Science - completion rate - # Environmental Science majors declared - # students moving into 4 year degrees Leverage 2 grants to award research internships Two faculty trained in Biology field work Lab course offered via web cast Placement of 3 student interns with FS Impacts: Increase in the number of campuses offering a new course in Environmental Science, increase in the overall course enrollment, in the completion rate and in the number of majors declared in Environmental Science. Outfitting labs at the three campuses with supplies and reagents to conduct field research and cataloguing specimens and Library collections in Environmental Science. Leveraging two additional grants to award 7 research internships – Summer 2005 All of the students have declared majors in Biology or Environmental Science and Several have transferred to four year colleges as a direct result of their internship experiences. Two faculty involved are trained chemists and received NSF funding to training in Biology field work at Washington State in Pullman, WA. The lab course is offered to three Dine Campuses via web cast – distance education Placement of student interns with the National Park Service at Canyon de Chelly. NPS trained Dine faculty in internship recruitment and preparation. This will be a Assumption:  the equity examples includes course work/students involved in learning about nutrition or small-scale agriculture (examples only) Assumption:  there is an existing Extension program that promotes gardening as a way of improving nutrition; classes are also held on safe food handling Output:  x number of students (from the Equity project) assist the Extension agent:  as a result, 20 (or some other number) additional gardens were started in the community Impact:  x pounds of fresh fruits and vegetables were consumed by the local community; each participating family saved an average of $___ in grocery bills; one individual started her own food preparation/canning business as a result of what she learned in the food safety classes

Grant Convergence Equity grant for students to learn about sustainable agriculture & improved nutrition Extension grant to promote small scale gardens & fruit and vegetable consumption

Grant Convergence - 2 # students that assist the Ext agent   # gardens started in the community Increase in the amount of fresh fruit & veggies consumed $ saved on Groceries

Homework Using your own grant programs, please write four impact bullets Provide your name & school

Reporting – Don’t be Sheepish