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(2) Graduate and Professional School Projects

Projects whose activities are concentrated within a
single professional school or department of graduate
studies

(3) Two and Four Year Undergraduate Projects

Projects conducted under the auspices of junior,
community, and four-year colleges which are either
interdisciplinary in scope or focused within a
single department.

(4) Consortia Projects

Projects in which institutions of higher education
collaborate on project activities, or in which an
institution(s) of higher education and a public or
nonprofit organization(s) combine their resources.

With respect to the first three categories these are open only to applications from individual institutions of higher education*. The expectation is that, except in special circumstances, an institution of higher education will submit only one application under the most appropriate category. In some instances, there may be strong incentives to submit applications under more than one of these three categories, or more than one application under a single category. In those instances, a high ranking official (President, Provost, or Academic Vice-President) must acknowledge and explain what each application has uniquely to offer to the training of persons for services to the elderly.

With respect to the Consortia Projects category, provided there is no
duplication of effort, there are no constraints on an institution or
organization participating in more than one consortia project, nor on
an institution of higher education collaborating on a consortia project
while also applying separately for a Gerontology Career Preparation
Program award.

The several campuses of a multi-campus university are regarded as separate entities for purposes of this competition

SECTION 4 PROGRAM NARRATIVE INSTRUCTIONS

Applications for grant support under the Title IV-A Gerontology Career Preparation Program must be submitted on Standard Form 424 (OHDS) which is incorporated in these AoA Education and Training Program Plans and Guidelines, FY 1979. That application form provides for a full proposal description under Part IV Program Narrative. In completing Part IV applicants should include, at a minimum, the following information in their proposals. The body of the proposal should serve to present the applicant's case for grant support and the appendix should be used to provide useful supplementary and supportive information but should not be used as a vehicle by which to present primary arguments or data.

a) A one-page Abstract of the Proposal which shows under
which project category consortia; university-wide ge-
rontology center or program; graduate and professional
school program; or two and four year undergraduate
program) the applicant is applying, and which then
outlines the objectives, specialized career training
priorities, and activities to be undertaken by the
applicant.

b) Background Statement. Provide an analysis of emerging
career training needs in the field of aging, with parti-
cular reference to unmet manpower needs identifiable with
Older Americans Act Programs. Against this background,
the grant should indicate those gaps both qualitative
and quantitative, in trained personnel it intends to fill.
c) Project Objectives. Fully discuss the objectives of the
proposal, their significance in meeting specific personnel
needs in the field of aging, and their responsiveness to
the Gerontology Career Preparation Program Objectives
described above in Section 2. In particular, the applica-
tion should demonstrate the importance of its proposed
career preparation objectives in meeting the need for
skilled personnel to implement priority program responsi-
bilities mandated by the Older Americans Act.

d) Project Activities. Show in detail the type and range of
activities the project will undertake. Activities should
be clearly linked to the specific career development objec-
tives proposed by the applicant. Project activities should
be designed to cover a three-year period, presented according
to a coherent, multi-phased work schedule, and tied to a
feasible set of project outcomes. In addition, the appli-
cant should include in its project design the means it will
employ to help place graduates into career positions in the
field of aging and the steps it will take periodically to
report on and account for the progress, or lack of progress,
of its placement activities.

SECTION 5

e) Applicant's Resources. Show the institution's
accomplishments in training persons for careers in
the field of aging and related fields, the resources
it proposes to commit to the Gerontology Career
Preparation Project, the roles assigned to key
project staff, and the capabilities of those key
persons. Curriculum vitae may be appended to the
application but should be edited to contain only
the person's experiences and other qualifications
pertinent to his or her assigned project responsi-
bilities.

OTHER SPECIAL INSTRUCTIONS

a) Priority Interest in Minority Group Concerns

The Administration on Aging is committed to
reflecting in its policies and procedures a
responsiveness to the needs and concerns of
racial and ethnic minority communities.
Traditionally these concerns have not been
adequately reflected in the majority of
gerontology training programs supported by
the Administration on Aging at institutions
of higher education. AoA feels that institu-
tions of higher education have a special
responsibility for providing leadership to
the field of aging as it relates to minority

concerns.

Specifically, educational institutions have a
very special role to play in increasing the
number of minority researchers, educators and
practitioners concerned with problems of the
elderly. This involves increased recruitment,
training and placement of minority faculty and
students. Similarly, educational institutions
have a responsibility to insure that curriculum
content concerning the special needs of the
minority elderly is developed and made more
widely available as part of the course offerings
available to all persons preparing to work in
the field of aging.

The Administration on Aging views the Title IV-A
Gerontology Career Preparation Program as one means
of encouraging educational institutions to meet their
responsibilities in these areas. In addition, AoA
will initiate a Minority Research Associate Program
(for which specific guidelines are provided in
Part II, Subpart B of this document) and a

Minority Recruitment project to be awarded

by contract.

b) Grantee share of Project Costs

Cost sharing is considered to be an important means
of demonstrating an applicant's commitment to the
objectives of this program. Grantees are expected
to provide a minimum of 5% of total allowable project
The grantee share may be cash or in-kind,
and must be allowable under the Department's appli-
cable cost principles published in 45 CFR Part 74
(see 45 FR 26274, September 19, 1973).

c) Allowable Items of Support

Funds awarded under grants for Gerontology Career
Preparation Projects may be used to support the
following cost activities and expenses:

(1) Student support such support includes
stipends and tuition and associated fees.
The maximum stipend allowable is $3,900
for pre-doctoral students, $2,400 for
pre-baccalaurate students.

It is expected that student support
will be reserved for specialized acti-
vities (see Section 2 PROGRAM OBJECTIVES)
such as the start-up of new types of
specialized career training in aging
or a concerted attempt to recruit
minority students to the gerontology
program. Absent that distinct justifi-
cation, applicants are advised to
apportion their grant budget requests.
among other project costs of higher
priority.

(2) Personnel costs- including salaries and
fringe benefits, are allowable consistent
with the time or effort devoted to grant
supported project activities.

(3) Staff travel - A justification of such travel must be presented with the application.

(4) Consultant Services - Grant funds may be
requested to cover consultant fees and support
cost provided that an adequate justification
is included in the application.

(5) Equipment, supplies and other expenses
allowable to the extent to which they can
be reasonably justified and related to the
accomplishment of project objectives.

(6) Indirect costs for the conduct of training
by educational institutions may not exceed 8%
of allowable direct costs, which are all costs
excluding those for student support.

SECTION 6 REVIEW OF PROPOSALS

Applications in the four project categories will be evaluated by four separate technical review panels whose membership will be representative of the field of gerontology, the network of planning and service agencies in aging, higher education, and other appropriate organizations knowledgeable about current and future career needs in the field of aging.

The criteria to be used in evaluating applications are stated below, with the relative weight of each criterion shown by the accompanying point range.

CRITERION 1

The degree to which the background statement demonstrates an understanding by the applicant of the intent of AoA's Career Preparation Program in providing personnel for Older American's Act activities. This will include an evaluation of both the clarity of the statement and an understanding of the need.

(20 points)

CRITERION 2

The degree to which the project objectives and activities reflect the intent of AoA's career preparation program. This will include the application's responsiveness to the priority careers identified by AoA in Section 2 of these guidelines. Where the applicant's choice of career development objectives differ from AoA's suggested priorities, they must be justified as having equal or greater relevance to the need for skilled personnel to implement Older Americans Act programs.

(40 points)

CRITERION 3

Appropriateness of resources for the project. This will include demonstrated administrative ability, appropriateness of staff, their capabilities to meet objectives, and past experience of the applicant in related activities.

(40 points)

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