Based on feedback from the community, we’ve updated the proposal submission process to make it even easier! Visual abstracts are no longer required.
The 2025 ADVANCE EiSCC will take place June 1-4, 2025 at the Sheraton Puerto Rico Resort & Casino in San Juan, Puerto Rico. Since 2019, the NSF-funded ADVANCE EiSCC has served as the convening for NSF ADVANCE grantees in a format that facilitates engagement with change agents within and beyond the NSF ADVANCE community.
Accessible content is encouraged. There are several types of sessions:
Proposals close on Monday, December 16. Submit a proposal at: https://www.equityinstem.org/eiscc/call-for-proposals
Registration is now open for the 2025 ADVANCE EiSCC! Join us in San Juan, Puerto Rico from June 1-4, 2025 at the Sheraton Puerto Rico Resort & Casino to drive systemic change in STEM.
Register at: https://registration.socio.events/e/adveiscc2025
All members of the ARC Network receive a $50 discount on registration. Early-bird registration is open through February 14, 2025, so register soon for the discounted rate! The ARC Network member discount is stackable with the early-bird registration rate.
For any questions or concerns, please reach out to arc@equityinstem.org
To help you make the most out of your ADVANCE EiSCC experience, we would also like to invite you to “Driving Change: An Introduction to ARC and the ADVANCE EiSCC” on January 16, 2025 at 3pm ET.
This pre-conference webinar will cover the ARC Network’s mission, goals, and programming. It will also serve as a primer for the ADVANCE EiSCC and for programming and funding offered by NSF ADVANCE.
Each year, the L’Oréal USA For Women in Science (FWIS) program attracts talented applicants from diverse STEM fields, representing some of the nation’s leading academic institutions and laboratories. The program has awarded 100 postdoctoral women scientists over $5 million in grants to advance their research and careers.
The program is seeking five exceptional women scientists to advance their research and serve as role models for the next generation of girls in STEM. You could be awarded $75,000 to advance your career and research!
Candidates must have completed their PhD and have started their postdoctoral research position by the application deadline. The deadline to apply is Friday, February 14 at 5 PM ET. Must be a U.S. citizen or permanent resident to apply.
For more information take a look at frequently asked questions or a facts sheet.
Application: https://aaas.secure-platform.com:443/lorealfwis
Are you interested in serving as a FWIS application reviewer? Complete this brief interest form and someone from AAAS will be in touch.
This initiative is designed to create an outstanding professional opportunity for scholars with diverse backgrounds, experiences, and perspectives, including those historically underrepresented in the academy, who possess a commitment to inclusive excellence as they prepare for future tenure track appointments at Lehigh or elsewhere.
Participating postdoctoral scholars will receive support towards developing a portfolio of experiences and scholarship or creative works suitable for future faculty positions. Following two (up to three) years of a successful postdoctoral experience, scholars will have the opportunity to be considered for assistant professor positions in a relevant Lehigh department, and remain part of our vibrant, collaborative, intellectual and welcoming community.
Read the full job description: https://advance.lehigh.edu/advancing-future-faculty-diversity-postdoctoral-program
CIDER postdocs will have at least two research mentors who span disciplines, allowing them to approach questions about student learning and experiences across disciplinary boundaries and use techniques and approaches from multiple fields. The CIDER postdocs will also engage in a comprehensive professional development program that includes research mentoring and development, network building, leadership, teaching opportunities, and career planning. Successful candidates will also be integrated into the Cornell DBER community, which includes faculty, postdocs, and students across physics, biology, engineering, and other STEM fields, as well as the CIDER postdoc cohort.
Read the full job description here.
On February 12 in San Antonio, TX, WEPAN's annual Women in Engineering Program Day (WIEP) will convene practitioners and other stakeholders in the advancement of women in engineering to network, share resources, and discuss promising practices for supporting women in engineering.
Register at wepan.org/wiep. WEPAN members receive a $50 discount!
This year WIEP, one of WEPAN’s signature events, will be taking place in tandem with CoNECD, the only conference dedicated to all the diverse groups that comprise the engineering and computing workforce. CoNECD registrants receive a $25 discount to WIEP.
Collected resources and news regarding our Virtual Visiting Scholars andEmerging Research Workshops.
The recording of Dr. Brooke Coley's VVS webinar "Racing Against the Clock: Publication Timelines in STEM Ed Outlets" is now available on the ARC Network website at: www.equityinstem.org/blog/publication-timelines-in-stem-ed-outlets
The recording of Dr. Jessica Gold's VVS webinar "Bringing the people back in: a meta-analysis of equity work(ers) in academic institutions" is now available on the ARC Network website at: www.equityinstem.org/blog/equity-workers-in-academic-institutions
The ADVANCE Journal provides a forum in which to publish peer-reviewed scholarship related to institutional transformation concerning inclusion, equity, and justice in higher education. The ADVANCE Journal was launched by OREGON STATE ADVANCE, a program funded by the NSF through grant HRD 1409171 from 2014-2022, and is currently funded under grant HRD 2307376.
The ADVANCE Journal is accepting submissions for a special issue Behind Enemy Lines: Advancing the Work of Inclusion, Equity, and Justice in Precarious Times and Places. We are interested in receiving scholarly narratives and other manuscript types that disrupt dominant-culture policies and center the needs of those who have been historically excluded from STEM-based equity initiatives, including women, BIPOC, 2SLGBTQIA+, individuals with disabilities, at-will faculty, and others.
The submission deadline has been extended! Please submit on or before Tuesday, February 4th, 2025. To read more or to submit a proposal, visit https://www.advancejournal.org/post/2717-special-issue-call-for-submissions-behind-enemy-lines-advancing-the-work-of-inclusion-equity-and-justice-in-precarious-times-and-places
A selection of equity, diversity, and inclusion-related articles.
"Over half of students believe their professors are at least somewhat responsible for being a mentor to them. Faculty weigh in on the feasibility of this effort."
"Students who are the first in their families to attend college — first-generation students — face barriers to accessing higher ed, such as high costs and academic unpreparedness. Many colleges have focused on these basic problems. However, a holistic approach to first-gen success on campus involves much more. How can institutions ensure first-generation students get involved, feel a sense of belonging on campus, and have the same access to career-enhancing opportunities, such as internships, as their peers?"
Publications, reports, or communications relevant to equity in the academy. All resources listed below are available in the ARC Network online resource library.
"With small liberal arts colleges (SLACs) producing an increased percentage of STEM graduates, whose voice resonates most regarding science, technology, engineering, and mathematics (STEM) degree persistence? Chemistry professor? Dad? Best friend? This study investigated if undergraduate student perception of close social subgroup influences affected motivation characteristics (i.e., self-efficacy, STEM interest, and outcome expectations) and STEM major persistence."
"The pervasive myth that science, technology, engineering and mathematics (STEM) are purely objective subjects fosters significant disconnects between Black, Latinx, Asian, Brown and Indigenous students and K–12 STEM education, as the curriculum is often detached from their lived experiences. This disconnect leaves many students of colour feeling alienated in undergraduate and graduate STEM classrooms. Traditional STEM programmes rarely incorporate culturally responsive curricula that would allow students to connect more deeply with the content and develop their STEM identities."
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