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CHAPTER III-GRADUATE AND UNDERGRADUATE INTERNATIONAL STUDIES PROGRAMS

PART 1-PROGRAM OUTLINE

§1.1 Graduate international studies pro

grams.

(a) Graduate international studies programs should focus on issues or problems of both contemporary and future importance involving more than one geographic region of the world, one of which could be North America.

(b) Examples of subjects on which graduate programs may be based are:

(1) International trade and business; (2) Comparative environmental studies; (3) The Atlantic Community; and (4) Population growth and planning. (c) While proposed programs for Federal funding may include summer symposia or workshops, the main efforts of the program should be focused on instruction during the regular academic year.

(d) Federal funds may be used to permit the recipient institution to develop or rework curricula, orient faculty, purchase library books and periodicals, or perhaps accelerate plans for the hiring of new people to round out existing staff resources.

(e) Proposed programs which have a mixed graduate/undergraduate character will be considered and should be submitted in the graduate category.

(f) Programs usually have a very limited administrative structure and are generally not officially designated academic units (such as centers).

(20 U.S.C. 511(a); 45 CFR 146.22, 146.24, and 146.26)

§1.2 Undergraduate international studies

programs.

(a) Proposals for undergraduate international studies programs may focus on any of several approaches for strengthening the international dimensions of the general education portion of the instructional program at eligible institutions. Examples of some approaches are listed below, but are not intended to be all-inclusive, nor are these approaches in any way mutually exclusible;

(1) A broad, integrated approach to the contemporary world. Through this kind of approach, international dimensions might be introduced in an interdisciplinary, or multidisciplinary settings.

(2) The comparative approach to foreign area studies and world problems. Proposals may provide for development of programs which would move curricula from concern solely with American and Western European models to a context in which other cultures would be seriously studied also. Topical studies drawing on different disciplines and examining in different societies such phenomena as urbanization, man and his

environment, violence and conflict resolution, and social change and economic development may provide further possibilities for developing a comparative perspective.

(3) The development of a broader view of the world through the arts, music, and drama. A program which focuses on the arts should be concerned as well with the larger cultural context.

(4) Transnational concerns, involving a wide range of topics and issues which transcend the boundaries of nation states. Such common super-state problems as environment, disease, food supply, conflict resolution, and social change may be useful ways to introduce international studies to the undergraduate curriculum.

(5) Intercultural communication. Two categories of special relevance for American education are (i) improvements in foreign language instruction and (ii) intercultural communication broadly speaking-interaction and development of mutual understanding, or "cultures speaking to cultures." A program with special attention to language instruction might encourage fresh approaches to the learning of both language itself and language as a "window" on foreign culture(s), developing students' understanding of systems of verbal and nonverbal communication. Cross-cultural or inter-cultural training strives to develop in an individual an awareness of the impact of one's own culture and the culture of others on one's own attitudes, habits, behavior and perception in interaction with others, to increase appreciation of other cultures, and to enhance ability to affect behavior in interaction with persons of other cultures.

(b) While proposed programs for Federal funding may include summer symposia or workshops, the main efforts of the program should be focused on instruction during the regular academic year.

(c) Federal funds may be used to permit the recipient institution to develop or rework curricula, orient faculty, purchase library books and periodicals, or perhaps accelerate plans for the hiring of new people to round out existing staff resources.

(d) Programs usually have a very limited administrative structure and are generally not officially designated academic units (such as centers).

(20 U.S.C. 511(a); 45 CFR 146.23, 146.24, and 146.26)

CHAPTER IV-GUIDELINES FOR FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS

PART 1-ADMINISTRATIVE PROVISIONS

§ 1.1 Formation of committees.

(a) It is recommended that the initial step for an institution which intends to apply for allocations of fellowships for one or more language and area study center or program

should be the appointment by the university administration of a committee responsible to the graduate dean (1) for the preparation of proposals and (2) for the nomination of candidates at institutions receiving an allocation of fellowships.

(b) It is suggested that the chairman of this committee be the dean of the graduate school or his designee and that the other members of the committee be faculty members in the departments and professional schools which participate in the language and area studies center or program. §1.2 Responsibilities of the committee and the committee chairman.

(a) The committee should be responsible for reviewing applications and recommending candidates for fellowships.

(b) The committee chairman should be responsible for:

(1) Forwarding the forms, cards, and instructions to nominees;

(2) Advising applicants (including any who might be temporarily located abroad) of the importance of prompt mailing of all required forms;

(3) Instructing applicants to complete and return to him all forms;

(4) Forwarding to the Office of Education forms completed by the nominees. The committee chairman should retain for the institution's files one copy of the Biographical Data form containing personal background, language background, and educational information on the student.

(5) Forwarding to the Commissioner any requests for supplements;

(6) Completing, signing, and forwarding to the Commissioner (i) the List of Nominees/ Alternates which contains the names of recommended fellowship candidates by language and world area; (ii) Institutional Summary of Fellowships which contains the number of nominees by world area; (iii) the List of Awardees and Benefits which contains the names of the actual fellowship holders and the total cost of benefits to be paid to them.

(20 U.S.C. 511(b); 45 CFR 146.23-25 and 146.28)

81.3 Declination of award by principal candidate.

(a) If a fellow declines an award before the beginning of the fall term, the committee may select from its list of approved alternates an eligible alternate to fill the vacancy thus created. The committee chairman should promptly request approval of the commissioner, giving the name of the candidate who declined the award, the reason (if possible) for his declination, the name of the alternate selected to fill the vacancy, and the estimated cost of the award to the alternate.

(20 U.S.C. 511(b); 45 CFR 146.35)

§1.4 Vacated fellowships.

(a) If a student vacates a fellowship in the course of the academic year, the institution should seek approval of the commissioner if it desires to use the balance of the fellowship for an approved alternate, beginning with the term following the one in which the original holder of the fellowship relinquished it.

(20 U.S.C. 511(b); 45 CFR 146.35)

§1.5 Reallocating awards.

(a) If more than one language and area studies center or program within an instituion receives a quota of awards, the appropriate official of the institution may, with prior approval of the Commissioner, reallocate awards among these centers or programs in order to meet priorities set forth in 46 CFR 146.35 and changing program and student needs.

(20 U.S.C. 511(b); 45 CFR 146.35)

CHAPTER V-GUIDELINES FOR RESEARCH

PART 1-APPLICATIONS

§ 1.1 Application procedures.

(a) For the information of applicants, proposals and applications under this subpart should conform to the information requirements set forth in HEW procurement regulations (41 CFR 3-4.5202-1(b)).

(b) Additional information about proposals and applications is available from the Division of International Education. It is advisable to provide a brief project outline for preliminary discussion before submitting a formal application.

(20 U.S.C. 512; 45 CFR 146.53 and 41 CFR 34.5202(b))

PART 2-RESEARCH ACTIVITIES

§ 2.1 Studies and surveys.

Federal funds may be used to assist projects designed to assess the state of the art of foreign language, area, and other international studies in the United States, determine new emphases, identify needs and priorities for specialized materials, and define and analyze national trends, for example, through surveys of enrollments, degree requirements, or newly developing types of training programs. Assistance is available to support conferences only if the conference is primarily concerned with activities authorized by Title VI of the Act. Assistance to professional organizations to hold annual or periodic conventions which serve primarily organizational aims and which have been taking place without Federal Support thus far, cannot be justified.

(20 U.S.C. 512; 45 CFR 146.55)

§ 2.2 Research in teaching methodology.

(a) For foreign languages: Studies may be assisted for investigation of certain aspects of the processes of second-language acquisition, which can be expected to increase an understanding of such processes and thereby contribute to the development of more effective teaching approaches; and for experimental projects for applying modern concepts of foreign language teaching pedagogy and for testing their effectiveness in controlled situations. With the growing significance of foreign language competence as an integral part of education in fields other than language teaching, such as international economics, industry, law, tourism, and trade, projects exploring appropriate approaches to language training specifically for the professions will also be considered.

(b) For international studies: Studies and experimental projects may be assisted for development of more effective methods of teaching about foreign areas, intercultural communication, and other aspects of international education. Methodologies which might be explored, for example, could include interdisciplinary or team teaching, or other innovative curriculum approaches to international studies.

(20 U.S.C. 512; 45 CFR 146.55)

§2.3 Preparation of specialized instructional materials.

(a) For languages which are not widely taught in the United States and which are of little or no interest for commercial publication: Decisions about Federal assistance will be guided by the recommendations on priority needs resulting from national conferences (such as the Conference on the Uncommonly-taught Languages held in Columbia, Maryland, from September 29 to October 2, 1974; the report from this conference, Material Development Needs in the Uncommonly-taught Language: Priorities for the Seventies; is available from the Center for Applied Linguistics, 1611 North Kent Street, Arlington, Virginia 22209) and conferences of language specialists representing a geographic or linguistic world area. National languages, languages of major regional or cultural significance, and other languages for which instruction if not widely available in the United States will be given priority. North American Indian languages, Hawaiian, Samoan, Mirconesian, and languages native to the United States and its territories, are not considered foreign languages in this context. Since research is supported only in modern foreign languages, languages nearing extinction, although of linguistic interest, will not be considered. Materials for the study of English as a foreign language do not fall within the purview

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§ 147.3 Separate consideration of professional or academic qualifications and affirmative declarations as to convictions or pending criminal charges and allegations or complaints by third parties.

In order that objectivity may be maintained in the selection of candidates (and in any decisions as to termination of a fellowship) on the basis of scholarly achievement and potential, no advisory group or panel involved in making any recommendations as to the selection of persons for NDEA Fellowship, or in the making of any recommendations as to their retention as such Fellows, will be made aware of any affirmative or negative criminal declarations made pursuant to section 1001(f)(2) of the Act, nor of any other information (such as third-party allegations) other than that developed in connection with the submission and processing of the application for academic considerations.

§ 147.4 Substantive criteria.

(a) An NDEA Fellowship award will be denied or discontinued where: (1) The oath or affirmation of allegiance was not taken or cannot be taken in

good faith; or (2) there is (i) a conviction of a crime involving moral turpitude, or (ii) conduct involving moral turpitude, unless it is established that the applicant or fellowship holder is, nevertheless, now a person of good moral character. (b) These criteria are subject to continuing review and may be revised from time to time as experience and circumstances may make it desirable.

§ 147.5 Procedure: Special Review Committee.

(a) Affirmative declarations made pursuant to section 1001(f)(2) of the Act or allegations and complaints by third parties pertaining to any individual who is the holder of an NDEA Fellowship or who has been tentatively selected for such a fellowship on the basis of academic consideration shall be referred to a Special Review Committee. This Committee will make recommendations to the Commissioner as to whether there is substantial reason (pertaining to the moral character or loyalty of the individual concerned in accordance with 8147.4) for a belief that the making or continuation of the award would be not in the best interests of the United States. The Committee may supplement the information referred to it by such correspondence, personal interviews or other informal methods as may be necessary in order to make the aforementioned determination.

(b) If, after review of the recommendations of the Special Review Committee, the Commissioner is of the opinion that there is substantial reason (pertaining to the moral character or loyalty of the individual concerned in accordance with § 147.4) for a belief that the making or continuation of the award would be not in the best interests of the United States, such individual shall be advised by written notice that a question or questions have arisen involving moral character or loyalty, and that upon request he will be afforded a hearing thereon in accordance with departmental regulations. A copy of the regulations under this part and a copy of the departmental regulations (Part 10 of this title), shall be enclosed with the notice, which shall, in addition, (1) set

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(a) The regulations in this part govern the provision of Federal financial assistance by the United States Commissioner of Education, under Section 102(b)(6) of the Mutual Educational and Cultural Exchange Act of 1961, to promote modern foreign language training and area studies in United States schools, colleges, and universities by supporting programs of research, study, and training in foreign countries by teachers and prospective teachers in such schools, colleges, and universities for the purpose of improving their skills in languages and their knowledge of the culture of the people of those countries, and by financing visits by educational specialists from those countries to the United States for the purpose of participating in foreign language training and area studies in United States schools, colleges, and universities. Responsibility for the administration of this program has been delegated to the Department of Health, Education, and Welfare by Executive Order No. 11034.

(b) Assistance under this part is subject to applicable provisions contained in subchapter A of this chapter (relating to fiscal, administrative, property management, and other matters).

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