Experiential Nearshore Learning - GRPO | NPS NOIP18AC00138

Frequently Asked Questions (FAQs)

What is the Experiential Nearshore Learning - GRPO opportunity?

The Experiential Nearshore Learning - GRPO opportunity is a National Park Service (NPS) cooperative agreement intended to develop a place-based, hands-on curriculum where parents and children learn together through direct experience in a nearshore, on-the-water environment.

What is the Funding Opportunity Number (FON) for this program?

The Funding Opportunity Number is NPS NOIP18AC00138.

Which federal agency is offering this funding opportunity?

This is a discretionary funding opportunity offered by the U.S. Department of the Interior, National Park Service.

What type of funding instrument is used?

The program uses a cooperative agreement. This typically indicates substantial involvement or collaboration with the federal partner during the project.

What is the main purpose of the project?

The project is designed to build a practical, usable curriculum that supports a parent/child mentorship model. The focus is on learning through real-world, direct experience in the local coastal environment rather than learning only through classroom instruction.

Is the goal simply to write lesson plans?

No. The central idea is not just to write lesson plans, but to create a practical curriculum that can guide parent/child groups in experiential learning activities in the nearshore environment.

Where will the curriculum be focused geographically?

The curriculum is focused on the nearshore waters and shoreline areas between Grand Portage National Monument and Isle Royale National Park, using those landscapes and waters as the primary "classroom."

What does "nearshore" mean in the context of this opportunity?

Based on the description, "nearshore" refers to on-the-water and shoreline learning settings in the coastal environment associated with the project area between Grand Portage National Monument and Isle Royale National Park.

Who is the curriculum intended for?

The curriculum is intended to be implemented by parent/child groups, supporting a mentorship-style learning model where families participate together.

How are schools involved in developing the curriculum?

A defining feature is that curriculum development starts with outreach rather than top-down design. Local schools are meant to be engaged early and rigorously so educators, students, and parents help shape the curriculum from the beginning.

Why does the project emphasize early outreach and engagement?

The outreach-first approach is intended to build early input, ownership, and buy-in. This increases the likelihood the final curriculum reflects community priorities, works in real conditions, feels locally grounded, and is actually adopted and used after development.

What role do educators, students, and parents play?

Educators, students, and parents are meant to be active participants from the start, serving as co-creators so the curriculum aligns with local needs and can be realistically used by families.

What learning approach does the project promote?

The opportunity promotes experiential learning in which students gain "real world" experience outside the classroom by engaging directly with natural and cultural resource projects in the nearshore setting.

What stewardship outcomes does the project aim to support?

The program is framed around shared environmental stewardship and public understanding. It aims to motivate youth to help protect natural, cultural, and historical resources locally and beyond, building responsibility through participation rather than lecture.

How does the project support public understanding and education?

The work is intended to improve how people understand ecological conservation areas, parks, and related recreational and historic landscapes, with learning tied to lived experience on the water and in nearshore environments.

What partnerships are expected as part of this opportunity?

Partnership is described as a core requirement and guiding principle. The agreement is described as being carried out with Minnesota Sea Grant, and curriculum development is intended to occur in partnership with the Grand Portage Band of Lake Superior Chippewa along with other local stakeholders.

Why is partnership emphasized in this cooperative agreement?

The partnership context signals the curriculum is meant to be culturally informed, locally relevant, and responsive to community knowledge and priorities, while also strengthening connections among families, schools, parks, and local communities.

What is the expected end product of the funded work?

The envisioned outcome is a finished, practical curriculum that parent/child groups can use to conduct experiential learning activities in the nearshore environment, reinforcing stewardship goals and local connections.

Who is eligible to apply?

Eligible applicants are public and state-controlled institutions of higher education.

What is the maximum award amount (award ceiling)?

The award ceiling listed for the opportunity is $150,000.

How many awards are anticipated?

The opportunity anticipated a single award.

When was the opportunity posted and when did it close?

The opportunity was originally posted on April 11, 2018, with an original closing date of April 24, 2018.

What activity areas does this funding opportunity relate to?

The activity areas associated with the funding include employment, labor and training; environment and natural resources; and science and technology and other research and development, reflecting a blend of skills development, experiential education, and resource stewardship.

How do Grand Portage National Monument and Isle Royale National Park fit into the project?

They define the focal landscape and waters for the project. The nearshore waters and shoreline areas between these places are intended to serve as the "classroom" where learning and stewardship activities are connected to the region's natural and cultural significance.

What is the underlying educational model described?

The opportunity describes a parent/child mentorship model supported by an experiential curriculum, where learning occurs through direct engagement with local coastal environments and resource-related projects.