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3 Title VI and Fulbright-Hays Implementation
Pages 58-82

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From page 58...
... Department of Education (ED) are among many federal programs that support the study of foreign languages and cultures.
From page 59...
... In response to a congressional mandate, the Federal Bureau of Investigation established the National Virtual Translation Center in 2003 to coordinate and expand the pool of contract translators with advanced language proficiency. Supported by several intelligence and defense agencies, the center develops and maintains a shared database with up-to-date information on available translators, while simultaneously informing translators about a variety of full-time and part-time work opportunities (National Virtual Translation Center, 2007)
From page 60...
... • Title VI/FH programs at ED are not recruitment programs.  Although the legislation that created the programs at ED stresses the importance of language and area studies knowledge for the purpose of national security, most of the component programs are not primarily aimed at creating a direct pipeline into the foreign affairs, intelligence, and military bureaucracies. That is the major purpose of other programs in the group, such as the National Security Education Program, the Pat Roberts and Pickering Fellowships, and the Stokes Scholarships. Those programs seek to identify talented individuals with critical skills and pay for part of their education, with the possibility of permanent employment in the intelligence and national security communities.
From page 61...
... The Title VI programs provide resources primarily to institutions of higher education, with some expected to provide outreach to the K-12 system to help develop expertise. Although teachers are eligible for some of the FH programs, it is to study overseas in order to improve their capacity to teach foreign languages and international and area studies.
From page 62...
... The programs at ED have the goal of improving U.S. domestic education in foreign languages and area studies.
From page 63...
... First, it is focused on current language needs in the area of national security, the critical foreign languages spoken in nations that are important allies or actual or potential adversaries of the United States. Second, there is a government service requirement for NSEP individual grantees.
From page 64...
... . • Using technology to collect and archive foreign language instructional materials (Technological Innovation and Cooperation for Foreign Information Access [TICFIA]
From page 65...
... Purpose: Increase mutual • Exchange programs understanding between • Foreign outreach people of U.S. and other nations FIGURE 3-1  Overlap in activities of three federal foreign language and area studies programs.
From page 66...
... . In October of that year, ED released new grants to school districts for language instruction, including many in the critical foreign languages targeted by the National Security Language Initiative.
From page 67...
... The director of the office is currently a career civil servant who reports to the deputy assistant secretary for education, who in turn reports to the assistant secretary for postsecondary education. At one point in the past, under the Carter administration, the office was headed by a political appointee who reported to an assistant secretary for international education. The current organizational position of the programs may reflect the relatively low priority that foreign languages, area, and international issues have been given in the recent past.
From page 68...
... . The NRC and FLAS Programs have consistently received the largest share of total Title VI funding, followed by the CIBER   ED was not able to provide information on the allocation of funds across programs any earlier than 1980.
From page 69...
... The average award for an academic year fellowship increased from $20,000 in FY 1997 to $27,000 in FY 2006. TABLE 3-1  Foreign Language and Area Studies Awards Year FLAS Annual FLAS Summer FLAS Overall 1980 -- -- $42,680 1981 $50,827 -- -- 1982 41,582 -- -- 1983 -- -- 43,586 1984 -- -- 41,520 1985 -- -- 38,057 1986 -- -- 28,128 1987 -- -- 25,459 1988 -- -- 27,175 1989 37,579 $  9,395 25,053 1990 -- -- -- 1991 -- -- -- 1992 -- -- 28,496 1993 36,912 8,685 25,315 1994 -- -- -- 1995 38,261 9,604 27,286 1996 36,209 9,091 25,823 1997 34,478 10,357 25,107 1998 33,083 9,938 24,091 1999 31,817 9,545 22,814 2000 32,079 9,165 22,684 2001 30,525 8,721 21,441 2002 34,018 8,164 24,116 2003 31,382 7,532 22,213 2004 28,670 6,881 19,806 2005 27,746 6,936 19,281 2006 27,000 6,500 18,661 -- Data not available.
From page 70...
... Finally, although the average NRC grant remained relatively constant between 1980 and 2006 (see Figure 3-3) , program expectations have increased.
From page 71...
... of Grants (2006 dollars) of Grants Real Value)
From page 72...
... Department of Education. 3-4 new received 3/5/07 have also experienced fluctuations in their average grant award, the average award for those programs has generally been around $100,000 per year higher than NRC average awards.
From page 73...
... ED uses application rating criteria and three types of priorities to influence grant applications and direct funds toward perceived federal needs (see Appendix C)
From page 74...
... Grant Monitoring Process For the several programs that award multiyear grants, IEPS staff conduct annual grant reviews based on the information submitted via the Evaluation of Exchange, Language, International and Area Studies (EELIAS) database. Individual project officers are expected to review the reports to determine that the grantee has made reasonable progress.
From page 75...
... TITLE VI AND FULBRIGHT-HAYS IMPLEMENTATION 75 Tier 1: More than 12 centers (n = 4 world areas) 20 18 16 14 Number of Funded NRCs 12 10 8 East Asia 6 Latin America 4 Middle East Russia/E.
From page 76...
... At the top of the organizational hierarchy is the university leadership, which typically includes the provost and the president. An understanding of this university context is important as it affects the ability of Title VI/FH to accomplish objectives, such as supporting research, education, and training, infusing a foreign language and area studies dimension across disciplines, and conducting K-12 outreach.
From page 77...
... Yet because departments typically reward faculty based on specialized research using deep discipline-specific research methods and knowledge, participating in interdisciplinary international education may hurt a young faculty member's career. As a National Academies report on interdisciplinary research concluded (Committee on Science, Engineering, and Public Policy, 2004, p.
From page 78...
... At the same time, some social science faculty, steeped in disciplinary traditions, challenged the rigor of interdisciplinary area studies and opposed hiring new faculty with area expertise. In language departments, faculty who had won tenure based on scholarship in literature saw little reason to have to teach modern foreign languages themselves, and foreign language instruction was often left to nontenure-track instructors.
From page 79...
... Third, as competition for the best students has grown, student interest in international education and foreign languages has been mixed. Between academic years 1989-1990 and 2003-2004, the total number of B.A.
From page 80...
... Because Title VI grants require universities to provide matching funding and other sources of support, they help to generate buy-in and longer term support for international education and foreign language training (Ruther, 2006)
From page 81...
... higher education system in the broadly defined areas of modern foreign languages and international and area studies. The Title VI/FH programs play a unique role in the array of federally funded international education programs by stimulating universities to create a broad infrastructure of faculty, courses, and other academic activities focused on modern foreign languages, area studies, and international training.


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