A - Primarily intended to fund technology
Office of Postsecondary Education (OPE)
The DHSI Program provides grants to assist Hispanic-Serving Institutions (HSIs) with expanding educational opportunities for, and improving the academic attainment of, Hispanic students. DHSI Program grants enable HSIs to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that are educating the majority of Hispanic college students and help large numbers of Hispanic students and other low-income individuals complete postsecondary degrees.
NOTE: The Higher Education Opportunity Act of 2008 (HEOA) amended Section 503(b) of the Higher Education Act to include among the authorized activities under the HSI Program: activities to improve student services, including innovative and customized instruction courses designed to retain students and move the students into core courses; articulation agreements and student support programs designed to facilitate the transfer of students from two-year to four-year institutions; and providing education, counseling services, and financial information designed to improve the financial and economic literacy of students and their families. The HEOA also amended the authorized activities to use the term "distance education technologies" in place of "distance learning academic instruction capabilities."
History of Funding
Previous awards can be viewed on the Department of Education website at https://www2.ed.gov/programs/idueshsi/awards.html.
In 2022 there are two competitive preference priorities. Applicants may only respond to one or both priorities, for a total of up to 10 additional points at the time of their application being scored.
Competitive Preference Priority 1: Meeting Student Social, Emotional, and Academic Needs (Up to 5 Points). Projects that are designed to address at least one of the following priority areas: Projects that are designed to improve students' social, emotional, academic, and career development, with a focus on underserved students, in the following area:
- Creating a positive, inclusive, and identity-safe climate at institutions of higher education through one or more of the following activities:
- Fostering a sense of belonging and inclusion for underserved students;
- Implementing evidence-based practices for advancing student success for underserved students;
- Providing evidence-based professional development opportunities designed to build asset-based mindsets for faculty and staff on campus and that are inclusive with regard to race, ethnicity, culture, language, and disability status.
Competitive Preference Priority 2: Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success (Up to 5 Points). Projects that are designed to increase postsecondary access, affordability, completion, and success for underserved students by addressing one or more of the following priority areas:
- Increasing postsecondary education access and reducing the cost of college by creating clearer pathways for students between institutions and making transfer of course credits more seamless and transparent.
- Increasing the number and proportion of underserved students who enroll in and complete postsecondary education programs, which may include strategies related to college preparation, awareness, application, selection, advising, counseling, and enrollment.
- Establishing a system of high-quality data collection and analysis, such as data on persistence, retention, completion, and post-college outcomes, for transparency, accountability, and institutional improvement.
- Supporting the development and implementation of student success programs that integrate multiple comprehensive and evidence-based services or initiatives, such as academic advising, structured/guided pathways, career services, credit-bearing academic undergraduate courses focused on career, and programs to meet basic needs, such as housing, childcare and transportation, student financial aid, and access to technological devices.
The Department has instituted a process known as the Eligibility Matrix (EM), under which they will use information submitted by IHEs to IPEDS to determine which institutions meet the basic eligibility requirements for the programs authorized by Title III or Title V of the HEA. The Department will use enrollment and fiscal data for the 2018-2019 year submitted by institutions to IPEDS to make eligibility determinations for FY 2022.
Beginning December 16, 2021, an institution will be able to review the Department's decision on whether it is eligible for the grant programs authorized by Titles III or V of the HEA through this process by checking the institution's eligibility in the Eligibility system linked through the Department's Institutional Service Eligibility website at: https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html
If the entry for your institution in the EM shows that your institution is automatically eligible (green color coding) to apply for a grant for a particular program and you plan to submit an application for a grant in that program, you will not need to apply for eligibility or for a waiver through the process described in this summary. Rather, you may print out the eligibility letter directly. However, if the EM does not show that your institution is automatically eligible (yellow color coding) for a program in which you plan to apply for a grant, you must submit a waiver request as discussed in this summary before the deadline. Note that eligibility designation for waivers are effective for one year: from July 1, 2021 to June 30, 2022.
The FY21 eligibility matrix is available here: https://www2.ed.gov/about/offices/list/ope/idues/2021eligibilitymatrix.xlsx
Institutions of higher education (IHEs) that qualify as eligible HSIs are eligible to apply for new Individual Development Grants under the DHSI Program. To be an eligible HSI, an IHE must also-
- Be accredited by a nationally recognized accrediting agency or association that the Secretary has determined to be a reliable authority as to the quality of education or training offered;
- Be legally authorized by the State in which it is located to be a community college or to provide an educational program for which it awards a bachelor's degree; and
- Have an enrollment of undergraduate FTE students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application of the HEA
A grantee under the DHSI Program, which is authorized by title V of the HEA, may not receive a grant under any HEA, title III, part A or part B program . The title III, part A programs include the Strengthening Institutions Program, the American Indian Tribally Controlled Colleges and Universities Program, the Alaska Native and Native Hawaiian-Serving Institutions Programs, the Asian American and Native American Pacific Islander-Serving Institutions Program, the Predominantly Black Institutions Program, and the Native AmericanServing Non-Tribal Institutions Program. Furthermore, a current DHSI Program grantee may not give up its HSI grant in order to receive a grant under any title III, part A program.
Applications are to be submitted by June 6, 2022. A similar deadline is anticipated annually.
Approximately $45,245,314 is available in total funding for FY22 to fund 79 awards. Awards are expected to range between $500,000 and $600,000 per year. Grant budgets are not to exceed $600,000 per 12 months of the project. The project period is up to 60 months. Cost sharing/matching is not required unless a grantee plans to fund an endowment. A 1:1 match in non-federal funds would be required for any grant monies used towards an institution's endowment.
Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 73264) and available at www.federalregister.gov/d/2021-27979, which contain requirements and information on how to submit an application. Please note that these Common Instructions supersede the version published on February 13, 2019, and, in part, describe the transition from the requirement to register in SAM.gov a DUNS number to the implementation of the UEI. More information on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
Recent FUNDED Articles
Funding Classroom Technology to Empower Students and Teachers - Sponsored by Panasonic
Maximizing Technology-friendly Workforce Development Grants - Sponsored by Panasonic
Funding Data-driven Workforce Development Projects - Sponsored by NetApp