(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.
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.
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
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
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.
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.
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.
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.
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