Click here to view the Logic Model Part 1 (Encore): Theory and Fundamentals webinar from March 23, 2023.
Click here to view the Quarterly Form: Financial Literacy Education for Student Success webinar from February 28, 2023.
Click here to view the HSI Division APR TA Webinar from February 1, 2023.
Click here to view the FY 2023 HSI Division Financial Management Webinar from January 31, 2023.
Program Description
The purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering, or Mathematics (HSI STEM) and Articulation Programs is to: (1) increase the number of Hispanic and other low-income students attaining degrees in the fields of science, technology, engineering, or mathematics; and (2) to develop model transfer and articulation agreements between two-year and four-year institutions in such fields.
Program Office: Institutional Service
Also Known As: HSI STEM; Title III, Part F
Applicant Information
Institutions must be designated as an eligible institution of higher education in order to apply for the Title III, Part F program and must meet the program specific requirements to be defined as an HSI.
To be designated as an eligible institution of higher education and institution must apply for and receive designation through an application process. Please refer to the most recent Application for Designation as an Eligible Institution. You may contact the program office if you have questions regarding eligibility.
Types of Projects
- Funds may be used for: improving academic quality of STEM programs through curriculum revision and development, or faculty development; developing research opportunities for students in STEM fields; providing or improving student services including counseling, tutoring, mentoring or establishing learning communities; encouraging secondary students to pursue STEM degrees and careers through outreach activities; and improving STEM facilities and equipment needed for science instruction and computer laboratories.
Who May Apply (by category): Institutions of Higher Education (IHEs)
Who May Apply (specifically): Institutions must be designated eligible for the Title III, Part F (HSI STEM and Articulation) program, and each must be defined as an HSI.
There is an application process to determine eligibility. Please refer to the most recent Application for Designation as an Eligible Institution. You may contact the program office if you have questions regarding eligibility.
Refer to the Tips and Assistance section on the Eligibility page to find more information, the latest webinar schedule, and/or presentations regarding eligibility.
There are two application processes for this program -- one for eligibility and one for grant funding.
Application for Eligibility
You must be designated an eligible institution before applying for funding under this program. The latest application to request designation as an eligible institution and to request a waiver of the non-federal cost share requirement is available. Please note the closing date(s) and refer to the Federal Register Notice.
Application for Grants
There are no new award grant competitions planned for 2023.
Timeline
Current Competition: FY 2021 (84.031C)
Funding Opportunity Number: ED-GRANTS-043021-001
Application Available: April 30, 2021
Application Deadline: June 14, 2021, 11:59:59 PM, Washington, DC Time
Federal Register Notices
- CFDA 84.031C: Notice Inviting Application for New Awards for FY 2021 HSI STEM and Articulation Program dated April 30, 2021
Current Application
84.031C FY 2021 HSI STEM and Articulation Program Application Booklet (PDF, 728K)
In the application booklet, for Competitive Preference Priority (CPP) #1, there is an error on page 5. CPP #1 is designed to address the collaboration between education providers and employers, not students. This link has been updated. Please refer to the NIA as the official document which contains a full description of the CPP.
Tips and Assistance
FY 2021 HSI STEM and Articulation Program Technical Assistance Webinar
Due to reformatting issues of the FY 2021 HSI STEM and Articulation Program webinar presented on May 20, 2021, the recording has been removed. Please contact Jymece Seward, Competition Manager, for assistance at Jymece.Seward@ed.gov. Our apologies for the inconvenience.
Updated Pre-Application Webinar Presentation Slides (PDF, 1.06MB)
Slide #7 has been updated to correct the description of Competitive Preference Priority #1. All other information remains the same.
For specific questions related to Indirect Cost, please email the Indirect Cost Division at: IndirectCostDivision@ed.gov.
Evidence Requirement Resources
To help HSI-STEM and Articulation applicants understand how to meet the supporting studies for the competitive preference priorities in this competition, specifically Moderate Evidence of Effectiveness, we have provided summaries of several studies of postsecondary interventions that meet the standard. These studies, as well as other studies that meet the moderate evidence standard, are available through the What Works Clearinghouse (WWC) Reviewed Studies Database. Please note that these studies are presented for illustrative purposes only.
Moreover, the Department of Education is aware that other studies of postsecondary interventions that may meet the moderate evidence standard have not yet been reviewed by the WWC. We encourage applicants to cite studies they think will meet the requirements of moderate evidence but that have not been reviewed by the WWC. All supporting studies that are cited for the competition in response to either of the two competitive preference priorities will be reviewed to determine if they meet the requirements of moderate evidence or evidence of promise, including relevance to the proposed project. In checking for relevance of the cited study, applicants should consider the following:
- Does the study examine the effectiveness of the process, product, strategy, activity, intervention, or practice being proposed;
- Is the outcome that the study found to have statistically significant favorable impact on a relevant outcome proposed in the project proposed by the applicant; and
- Does the study include a sample that overlaps with the populations or settings proposed to receive the process, product, strategy, activity, intervention, or practice in the application being proposed?
The six studies below have been vetted and are posted as a resource for this competition. They all meet Moderate standard. (Posting these studies does not indicate that applicants should use or limit their application to these citations.)
- Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring: MS Word (39K)
- Castleman, B. L., & Page, L. C. (2014). Freshman year financial aid nudges: An experiment to increase FAFSA renewal and college persistence: MS Word (37K)
- Hayward, C. & Willett, T. (2014). Curricular Redesign and Gatekeeper Completion: A Multi-College Evaluation of the California Acceleration Project: MS Word (41K)
- Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. New York: MDRC.
- Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition: MS Word (40K)
- Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students: MS Word (41K)
Project Evaluation Resources
Applicants are asked in the Notice Inviting Applications (NIA) to produce an evaluation plan. One of the evaluation selection factors asks applicants to describe the extent to which the plan meets the IES What Works Clearinghouse evaluation design standards with reservations. Applicants that plan to work with an evaluator in designing their evaluation plans must comply with all procurement rules, including those related to conflicts of interest. Qualified evaluators may be found in a number of places, including identifying authors through the What Works Clearinghouse database, or:
- Consulting a list of evaluators as published by the Arnold Foundation;
- Working with research experts located at the applying institution; or
- Consulting a list of evaluators as published by the American Evaluation Association.
Please note that the Department does not endorse any organization listed at the links above. These links may contain resource materials and contact information that are provided for the user's convenience, but any information therein not intended to reflect its importance nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and Web sites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. Disclaimer
Application Contacts
Jymece Seward, 202-453-6138, Jymece.Seward@ed.gov
U.S. Department of Education, OPE
Higher Education Programs, Institutional Service
HSI STEM and Articulation Program
400 Maryland Avenue, S.W., Room 7E311
Washington, DC 20202
| HSI STEM Home | Institutional Service Home |
| G5 System | Discretionary Grant Application Packages |
FY 2021- FY 2025
Projected five-year funding: $471,500,000
Projected annual funding: $94,300,000
Total number of awards:100
Average annual award: $943,000
FY 2016- FY2020
Total five-year funding: $456,488,131
Average annual funding: $91,297,626
Total number of awards:91
Average annual award: $1,003,271,618
Legislation
- Title III, Part F, Section 371 of the Higher Education Act, as amended (20 U.S.C. 1067q (b) (2) (B))
Regulations
Annual Performance Report
Grantees are required to submit three types of performance reports:
- Interim Performance Report (Due after the first six months of the grant)
- Annual Performance Report (APR)
- Endowment Fund Report (Only applies to grantees with an endowment activity)
Reports are completed electronically through the HEPIS reporting portal, https://hepis.ed.gov/. The system can be accessed annually during the open reporting period (opening varies for each type of report). The site also contains recorded technical assistance webinars as well as reporting instructions/users manuals.
To gain access to the APR project directors need the institution's Unit ID, PR Award ID, and a unique password provided by the Institutional Service. Passwords are e-mailed to the grantee project director designated on the grant award notification document 30 days before the collection period begins. Project directors of Title III and Title V grants are responsible for completing and managing the content of their respective annual report.
Note: If you are a project director and have responsibility for completing the annual report for your institution, please be sure you are designated on the official grant award notification and your e-mail and telephone number are listed correctly in the G5 database. Contact your program officer if you have questions.
FINAL PERFORMANCE REPORT
The online system will generate a final report from grantees' individual annual reports for each grant ending September 30 of the collection period. The online system generates the final performance so that reported data is consistent throughout the life cycle of grants and eliminates each grantee's burden of having to compile a final report.
Organizations
- Alliance of Hispanic Serving Institution Educators (AHSIE)
- American Association of Hispanics in Higher Education (AAHE)
- Excelencia in Education
- Hispanic Association of Colleges and Universities (HACU)
Related Web Sites
Other Federal HSI Funding Sources:
- National Endowment for the Humanities
- Faculty Research: Programs for HBCUs, HSIs and TCCUs
Other Office of Postsecondary Education Funding Sources:
Other Resources
Key Staff:
HSI Division Director - Stacey A. Slijepcevic, Ph.D.
(202) 453-6150 | stacey.slijepcevic@ed.gov
Program Lead Jymece.Seward@ed.gov | (202) 453-6138
| Kurrinn M. Abrams (202) 453-7906 kurrinn.abrams2@ed.gov | Njeri Clark (202) 453-6224 njeri.clark@ed.gov | Robin Dabney (202) 453-7908 robin.dabney@ed.gov | Richard Gaona (202) 453-6077 richard.gaona@ed.gov |
Mailing Address:
U.S. Department of Education, OPE
Higher Education Programs
Institutional Service
Hispanic-Serving Institutions Program
400 Maryland Avenue, S.W., 4th Floor
Washington, DC 20202
Frequently Asked Questions
JUST ADDED - FY 2021 HSI STEM and Articulation Program FAQs
| ||
| ||
 |
- What is the purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering or Mathematics (HSI STEM) and Articulation Programs?
- What kinds of activities can be supported with grant funds?
- How often are competitions held?
- What is the duration of the average grant?
- What is the average annual grant amount?
- Is there a cost matching requirement? If so, are in-kind contributions acceptable as part of the grantee's match?
- What are the reporting requirements for grantees? What kind of records and data should be maintained or collected in order to complete required reports?
- What are the requirements for auditing and/or evaluation of funded projects?
1. What is the purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering or Mathematics (HSI STEM) and Articulation Programs?
The purpose of the HSI STEM and Articulation Programs is to: (1) increase the number of Hispanic and other low-income students attaining degrees in the fields of science, technology, engineering, or mathematics; and (2) to develop model transfer and articulation agreements between two-year and four-year institutions in such fields.
TOP
2. What kinds of activities can be supported with grant funds?
Grants are awarded on a competitive basis to colleges and universities that have 25 percent Hispanic student enrollment and are deemed eligible through the Title V annual eligibility process. Grants are five years in duration and support activities that advance student achievement in STEM fields. Activities of these grants may include, but are not limited to:
- Improving academic quality of STEM programs through curriculum revision and development, or faculty development.
- Developing research opportunities for students in STEM fields.
- Providing or improving student services including counseling, tutoring, mentoring or establishing learning communities.
- Encouraging secondary students to pursue STEM degrees and careers through outreach activities.
- Improving STEM facilities and equipment needed for science instruction and computer laboratories.
TOP
3. How often are competitions held?
Competitions are generally held every five years, based on the appropriation of funds. The last competition was held in FY 2021.
TOP
4. What is the duration of the average grant?
The grant is awarded for a period of five years. The first year is awarded via a competitive process. Four additional years are provided as non-competitive continuation grants.
TOP
5. What is the average annual grant amount?
The program awards two types of grants to colleges and universities: (1) individual development grants; and (2) cooperative grants. Individual grants involve only one institution. The average grant award is estimated at $775,000 per year. Cooperative grants develop academic programs at different institutions in partnership, with one as the lead institution. The average cooperative grant amount is $1,100,000 per year.
TOP
6. Is there a cost matching requirement? If so, are in-kind contributions acceptable as part of the grantee's match?
If a grantee institution plans to fund an endowment as part of the approved grant activities, dollar-for-dollar match is required for each federal dollar used for that purpose. No other cost matching is required.
TOP
7. What are the reporting requirements for grantees? What kind of records and data should be maintained or collected in order to complete required reports?
Grantees complete an Interim Performance Report, generally due six months after the grant's start date. An Annual Performance Report is required 90 days after each one-year budget period. The Department of Education generates a Final Performance Report for the grant by compiling and aggregating the data provided on the Annual Performance Reports. Institutions receiving grants under this program are subject to special analyses requested by the Department. Such special analyses will require data on student enrollment, retention, persistence, and graduation in the STEM fields. Data fields include: the percentage of students receiving STEM degrees during the course of the grant period; the number of students who transfer from two-year institutions to four-year institutions in STEM fields of study; and how the institution used its data on enrollment, retention, persistence, and graduation to improve or adjust grant-funded activities for maximizing results.
TOP
8. What are the requirements for auditing and/or evaluation of funded projects?
A grantee institution is required to undertake an institutional audit as directed under OMB Circular A-133. An annual project evaluation is also required.
Click here to view the Logic Model Part 1 (Encore): Theory and Fundamentals webinar from March 23, 2023.
Click here to view the Quarterly Form: Financial Literacy Education for Student Success webinar from February 28, 2023.
Click here to view the HSI Division APR TA Webinar from February 1, 2023.
Click here to view the FY 2023 HSI Division Financial Management Webinar from January 31, 2023.
Program Description
The purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering, or Mathematics (HSI STEM) and Articulation Programs is to: (1) increase the number of Hispanic and other low-income students attaining degrees in the fields of science, technology, engineering, or mathematics; and (2) to develop model transfer and articulation agreements between two-year and four-year institutions in such fields.
Program Office: Institutional Service
Also Known As: HSI STEM; Title III, Part F
Applicant Information
Institutions must be designated as an eligible institution of higher education in order to apply for the Title III, Part F program and must meet the program specific requirements to be defined as an HSI.
To be designated as an eligible institution of higher education and institution must apply for and receive designation through an application process. Please refer to the most recent Application for Designation as an Eligible Institution. You may contact the program office if you have questions regarding eligibility.
Types of Projects
- Funds may be used for: improving academic quality of STEM programs through curriculum revision and development, or faculty development; developing research opportunities for students in STEM fields; providing or improving student services including counseling, tutoring, mentoring or establishing learning communities; encouraging secondary students to pursue STEM degrees and careers through outreach activities; and improving STEM facilities and equipment needed for science instruction and computer laboratories.
Who May Apply (by category): Institutions of Higher Education (IHEs)
Who May Apply (specifically): Institutions must be designated eligible for the Title III, Part F (HSI STEM and Articulation) program, and each must be defined as an HSI.
There is an application process to determine eligibility. Please refer to the most recent Application for Designation as an Eligible Institution. You may contact the program office if you have questions regarding eligibility.
Refer to the Tips and Assistance section on the Eligibility page to find more information, the latest webinar schedule, and/or presentations regarding eligibility.
There are two application processes for this program -- one for eligibility and one for grant funding.
Application for Eligibility
You must be designated an eligible institution before applying for funding under this program. The latest application to request designation as an eligible institution and to request a waiver of the non-federal cost share requirement is available. Please note the closing date(s) and refer to the Federal Register Notice.
Application for Grants
There are no new award grant competitions planned for 2023.
Timeline
Current Competition: FY 2021 (84.031C)
Funding Opportunity Number: ED-GRANTS-043021-001
Application Available: April 30, 2021
Application Deadline: June 14, 2021, 11:59:59 PM, Washington, DC Time
Federal Register Notices
- CFDA 84.031C: Notice Inviting Application for New Awards for FY 2021 HSI STEM and Articulation Program dated April 30, 2021
Current Application
84.031C FY 2021 HSI STEM and Articulation Program Application Booklet (PDF, 728K)
In the application booklet, for Competitive Preference Priority (CPP) #1, there is an error on page 5. CPP #1 is designed to address the collaboration between education providers and employers, not students. This link has been updated. Please refer to the NIA as the official document which contains a full description of the CPP.
Tips and Assistance
FY 2021 HSI STEM and Articulation Program Technical Assistance Webinar
Due to reformatting issues of the FY 2021 HSI STEM and Articulation Program webinar presented on May 20, 2021, the recording has been removed. Please contact Jymece Seward, Competition Manager, for assistance at Jymece.Seward@ed.gov. Our apologies for the inconvenience.
Updated Pre-Application Webinar Presentation Slides (PDF, 1.06MB)
Slide #7 has been updated to correct the description of Competitive Preference Priority #1. All other information remains the same.
For specific questions related to Indirect Cost, please email the Indirect Cost Division at: IndirectCostDivision@ed.gov.
Evidence Requirement Resources
To help HSI-STEM and Articulation applicants understand how to meet the supporting studies for the competitive preference priorities in this competition, specifically Moderate Evidence of Effectiveness, we have provided summaries of several studies of postsecondary interventions that meet the standard. These studies, as well as other studies that meet the moderate evidence standard, are available through the What Works Clearinghouse (WWC) Reviewed Studies Database. Please note that these studies are presented for illustrative purposes only.
Moreover, the Department of Education is aware that other studies of postsecondary interventions that may meet the moderate evidence standard have not yet been reviewed by the WWC. We encourage applicants to cite studies they think will meet the requirements of moderate evidence but that have not been reviewed by the WWC. All supporting studies that are cited for the competition in response to either of the two competitive preference priorities will be reviewed to determine if they meet the requirements of moderate evidence or evidence of promise, including relevance to the proposed project. In checking for relevance of the cited study, applicants should consider the following:
- Does the study examine the effectiveness of the process, product, strategy, activity, intervention, or practice being proposed;
- Is the outcome that the study found to have statistically significant favorable impact on a relevant outcome proposed in the project proposed by the applicant; and
- Does the study include a sample that overlaps with the populations or settings proposed to receive the process, product, strategy, activity, intervention, or practice in the application being proposed?
The six studies below have been vetted and are posted as a resource for this competition. They all meet Moderate standard. (Posting these studies does not indicate that applicants should use or limit their application to these citations.)
- Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring: MS Word (39K)
- Castleman, B. L., & Page, L. C. (2014). Freshman year financial aid nudges: An experiment to increase FAFSA renewal and college persistence: MS Word (37K)
- Hayward, C. & Willett, T. (2014). Curricular Redesign and Gatekeeper Completion: A Multi-College Evaluation of the California Acceleration Project: MS Word (41K)
- Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling Graduation Rates: Three-Year Effects of CUNY's Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. New York: MDRC.
- Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition: MS Word (40K)
- Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students: MS Word (41K)
Project Evaluation Resources
Applicants are asked in the Notice Inviting Applications (NIA) to produce an evaluation plan. One of the evaluation selection factors asks applicants to describe the extent to which the plan meets the IES What Works Clearinghouse evaluation design standards with reservations. Applicants that plan to work with an evaluator in designing their evaluation plans must comply with all procurement rules, including those related to conflicts of interest. Qualified evaluators may be found in a number of places, including identifying authors through the What Works Clearinghouse database, or:
- Consulting a list of evaluators as published by the Arnold Foundation;
- Working with research experts located at the applying institution; or
- Consulting a list of evaluators as published by the American Evaluation Association.
Please note that the Department does not endorse any organization listed at the links above. These links may contain resource materials and contact information that are provided for the user's convenience, but any information therein not intended to reflect its importance nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and Web sites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. Disclaimer
Application Contacts
Jymece Seward, 202-453-6138, Jymece.Seward@ed.gov
U.S. Department of Education, OPE
Higher Education Programs, Institutional Service
HSI STEM and Articulation Program
400 Maryland Avenue, S.W., Room 7E311
Washington, DC 20202
| HSI STEM Home | Institutional Service Home |
| G5 System | Discretionary Grant Application Packages |
FY 2021- FY 2025
Projected five-year funding: $471,500,000
Projected annual funding: $94,300,000
Total number of awards:100
Average annual award: $943,000
FY 2016- FY2020
Total five-year funding: $456,488,131
Average annual funding: $91,297,626
Total number of awards:91
Average annual award: $1,003,271,618
Legislation
- Title III, Part F, Section 371 of the Higher Education Act, as amended (20 U.S.C. 1067q (b) (2) (B))
Regulations
Annual Performance Report
Grantees are required to submit three types of performance reports:
- Interim Performance Report (Due after the first six months of the grant)
- Annual Performance Report (APR)
- Endowment Fund Report (Only applies to grantees with an endowment activity)
Reports are completed electronically through the HEPIS reporting portal, https://hepis.ed.gov/. The system can be accessed annually during the open reporting period (opening varies for each type of report). The site also contains recorded technical assistance webinars as well as reporting instructions/users manuals.
To gain access to the APR project directors need the institution's Unit ID, PR Award ID, and a unique password provided by the Institutional Service. Passwords are e-mailed to the grantee project director designated on the grant award notification document 30 days before the collection period begins. Project directors of Title III and Title V grants are responsible for completing and managing the content of their respective annual report.
Note: If you are a project director and have responsibility for completing the annual report for your institution, please be sure you are designated on the official grant award notification and your e-mail and telephone number are listed correctly in the G5 database. Contact your program officer if you have questions.
FINAL PERFORMANCE REPORT
The online system will generate a final report from grantees' individual annual reports for each grant ending September 30 of the collection period. The online system generates the final performance so that reported data is consistent throughout the life cycle of grants and eliminates each grantee's burden of having to compile a final report.
Organizations
- Alliance of Hispanic Serving Institution Educators (AHSIE)
- American Association of Hispanics in Higher Education (AAHE)
- Excelencia in Education
- Hispanic Association of Colleges and Universities (HACU)
Related Web Sites
Other Federal HSI Funding Sources:
- National Endowment for the Humanities
- Faculty Research: Programs for HBCUs, HSIs and TCCUs
Other Office of Postsecondary Education Funding Sources:
Other Resources
Key Staff:
HSI Division Director - Stacey A. Slijepcevic, Ph.D.
(202) 453-6150 | stacey.slijepcevic@ed.gov
Program Lead Jymece.Seward@ed.gov | (202) 453-6138
| Kurrinn M. Abrams (202) 453-7906 kurrinn.abrams2@ed.gov | Njeri Clark (202) 453-6224 njeri.clark@ed.gov | Robin Dabney (202) 453-7908 robin.dabney@ed.gov | Richard Gaona (202) 453-6077 richard.gaona@ed.gov |
Mailing Address:
U.S. Department of Education, OPE
Higher Education Programs
Institutional Service
Hispanic-Serving Institutions Program
400 Maryland Avenue, S.W., 4th Floor
Washington, DC 20202
Frequently Asked Questions
JUST ADDED - FY 2021 HSI STEM and Articulation Program FAQs
| ||
| ||
|
- What is the purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering or Mathematics (HSI STEM) and Articulation Programs?
- What kinds of activities can be supported with grant funds?
- How often are competitions held?
- What is the duration of the average grant?
- What is the average annual grant amount?
- Is there a cost matching requirement? If so, are in-kind contributions acceptable as part of the grantee's match?
- What are the reporting requirements for grantees? What kind of records and data should be maintained or collected in order to complete required reports?
- What are the requirements for auditing and/or evaluation of funded projects?
1. What is the purpose of the Hispanic-Serving Institutions - Science, Technology, Engineering or Mathematics (HSI STEM) and Articulation Programs?
The purpose of the HSI STEM and Articulation Programs is to: (1) increase the number of Hispanic and other low-income students attaining degrees in the fields of science, technology, engineering, or mathematics; and (2) to develop model transfer and articulation agreements between two-year and four-year institutions in such fields.
TOP
2. What kinds of activities can be supported with grant funds?
Grants are awarded on a competitive basis to colleges and universities that have 25 percent Hispanic student enrollment and are deemed eligible through the Title V annual eligibility process. Grants are five years in duration and support activities that advance student achievement in STEM fields. Activities of these grants may include, but are not limited to:
- Improving academic quality of STEM programs through curriculum revision and development, or faculty development.
- Developing research opportunities for students in STEM fields.
- Providing or improving student services including counseling, tutoring, mentoring or establishing learning communities.
- Encouraging secondary students to pursue STEM degrees and careers through outreach activities.
- Improving STEM facilities and equipment needed for science instruction and computer laboratories.
TOP
3. How often are competitions held?
Competitions are generally held every five years, based on the appropriation of funds. The last competition was held in FY 2021.
TOP
4. What is the duration of the average grant?
The grant is awarded for a period of five years. The first year is awarded via a competitive process. Four additional years are provided as non-competitive continuation grants.
TOP
5. What is the average annual grant amount?
The program awards two types of grants to colleges and universities: (1) individual development grants; and (2) cooperative grants. Individual grants involve only one institution. The average grant award is estimated at $775,000 per year. Cooperative grants develop academic programs at different institutions in partnership, with one as the lead institution. The average cooperative grant amount is $1,100,000 per year.
TOP
6. Is there a cost matching requirement? If so, are in-kind contributions acceptable as part of the grantee's match?
If a grantee institution plans to fund an endowment as part of the approved grant activities, dollar-for-dollar match is required for each federal dollar used for that purpose. No other cost matching is required.
TOP
7. What are the reporting requirements for grantees? What kind of records and data should be maintained or collected in order to complete required reports?
Grantees complete an Interim Performance Report, generally due six months after the grant's start date. An Annual Performance Report is required 90 days after each one-year budget period. The Department of Education generates a Final Performance Report for the grant by compiling and aggregating the data provided on the Annual Performance Reports. Institutions receiving grants under this program are subject to special analyses requested by the Department. Such special analyses will require data on student enrollment, retention, persistence, and graduation in the STEM fields. Data fields include: the percentage of students receiving STEM degrees during the course of the grant period; the number of students who transfer from two-year institutions to four-year institutions in STEM fields of study; and how the institution used its data on enrollment, retention, persistence, and graduation to improve or adjust grant-funded activities for maximizing results.
TOP
8. What are the requirements for auditing and/or evaluation of funded projects?
A grantee institution is required to undertake an institutional audit as directed under OMB Circular A-133. An annual project evaluation is also required.