Proposals are now open for the 2024 ADVANCE Equity in STEM Community Convening (EiSCC).
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. The ADVANCE EiSCC brings together a variety of change makers from higher education, professional societies, industry, government, and non-profits in an engaged exchange of knowledge, resources, and support to drive systemic change in STEM. The 2024 ADVANCE Equity in STEM Community Convening will take place June 2-5 at the Hilton Inner Harbor in Baltimore, Maryland.
Attendees have an opportunity to share new research findings and exchange resources; brainstorm strategies; collaborate in novel ways; learn about avenues for funding; and demonstrate effective programs and interventions for greater collective impact.
In lieu of traditional text-based abstracts, only visual abstracts will be accepted. Accessible content is encouraged. There are several types of sessions:
Read more about the session types and the submission process here. Proposals close January 5, 2024.
Participants whose proposals are accepted are required to register for and attend the 2024 ADVANCE Equity in STEM Community Convening.
If you have questions, please contact the ARC Network at arc@equityinstem.org.
The 2023 ARC Network Annual Community Survey is here! Because the ARC Network is a community created and sustained in partnership with researchers, practitioners, decision-makers and the Women in Engineering ProActive Network, this survey is designed to help us understand how you make use of the ARC Network and how we can improve the transformative impact of the Network and our collective work towards gender equity in the professoriate and beyond. You are an important part of the ARC Network community, and want to hear from you!
The survey should take just 20 to 25 minutes, and we're asking that you complete the survey before it closes on Friday, December 15. The feedback from this survey is extremely important to the ARC Network, as it helps us shape and tailor future events and programming to better address the needs and wants of our members.
As a thank-you, everyone who completes the survey will be entered into a raffle for a free registration to the 2024 ADVANCE Equity in STEM Community Convening in Baltimore, Maryland. The Convening serves as the annual ADVANCE PI meeting and ADVANCE PIs, co-PIs, and team members are encouraged to attend. Over 300 people attended each of the last two Convenings, which serve as a meeting space for researchers, practitioners, and change agents dedicated to creating equitable STEM workplaces.
We are so thankful for our community and for your commitment to equity in STEM!
Take the survey at: https://www.surveymonkey.com/r/2023_annual_community_survey
As part of the NSF-funded project Leveraging, Enhancing and Developing Biology (LED-BIO) Scientific Societies Shedding Light on Persistent Cultural Challenges, project leaders are organizing a book—a collection of chapters that highlight scientific or professional societies (all STEM disciplines, sizes, and regions welcome) as agents of change for more inclusive STEM communities and workforce. The goal is for each chapter to be a case study to facilitate the discussion of practical considerations when trying to make our disciplines and practice more inclusive.
The themes the editors are hoping to focus on are listed below, identified by their work so far as important considerations to establishing diverse and inclusive scientific communities:
Lexington Books, a publisher affiliated with Rowman & Littlefield, is very interested in the book and has commissioned a book proposal. As part of the proposal process, the editors are collecting titles, abstracts, authors bylines, and author bios. These will all be included in the proposal.
Why case studies? Case studies can be a powerful tool in revealing process and implementation details that can help societies take action. With this in mind the editors envision that each chapter/case study will be composed of the following sections:
To secure a spot for your chapter/case study in the book proposal, please submit drafts of the first three sections (marked with an asterisk*) by December 1st, 2023 by file upload. The link for upload will be shared once you declare the intention to submit a draft of these elements.
Chapter word limit is flexible in the hope submission authors will feel empowered to take the space necessary, but be as concise as possible to facilitate readability of the case studies. More about formatting requirements and style will be shared once the chapter writing phase has begun.
The editors (see end of email for list) anticipate the book proposal disposition to arrive by late-January 2024 and Chapter/Case Study manuscript to be due by end of May 2024. Chapters will then be sent out to review. This timeline is subject to change as the process moves forward.
With this in mind, as you make your decisions and think about ideas for case studies, the editors want to make themselves available to meet and answer all your questions:
11/21/23; 11am-12 pm EST and 3-4 pm EST
If you are interested in meeting and these dates do not work for you, appointments can be set up.
Thanks so much for your interest. For more information, to register for an interest session, or if you have any questions, please contact Verónica Segarra at Veronica.Segarra@goucher.edu.
Sincerely,
The Editors: Verónica Segarra (Goucher College), Candice Etson (Wesleyan University), Mercy Mugo & Taylor Lightner (Quality Education for Minorities Network), Robin Greenler (Center for the Integration of Research, Teaching, & Learning at Univ. Wisconsin Madison) , Ashanti Edwards (American Society for Cell Biology), and Simone Soso (MSI STEM Research & Development Consortium)
The PD is responsible for helping to manage the WCEC. The PD will assist the Principal
Investigator (PI) with the day-to-day operations of the WCEC to ensure that project and grant goals are met, in alignment with the initiative’s strategic priorities. The PD will work closely with the PI, co-PIs, staff, and other stakeholders to support WCEC activities including, but not limited to, community outreach, engagement, and onboarding, advisory boards and committees, meetings and events, evaluation and reporting, and budget reconciliation.
DUTIES & RESPONSIBILITIES:
• Serve as a point of contact and representative for the WCEC. Develop presentations and speak at events and conferences on behalf of the WCEC.
• Assist the PI and Co-PIs in implementing the strategic plan, including the creation of an online Resource Center and Women of Color Profiles database.
• Develop, support, and strengthen partnerships with organizations across the WCEC.
• Assist the PI with financial report preparations and project budget management, including time and effort reporting and payment processing.
• Manage WCEC programming, events, and resources to ensure on time and quality delivery.
• Ensure the WCEC website, social media posts, webinars, and similar virtual activities are adequately managed and maintained to promote WCEC visibility.
• Coordinate data collection and reporting activities with PI, co-PIs, and external evaluator.
• Assist the PI with preparing NSF progress reports and papers on WCEC activities.
• Manage 1-2 direct reports.
• Other duties as required.
EDUCATION & EXPERIENCE
• Bachelor’s degree in a STEM related field.
• Commitment to the goal of achieving gender and racial equity in STEM.
• Knowledge of DEI&B best practices to support an inclusive and equitable environment.
• Proven ability to complete assigned tasks, proven problem-solving skills, and analytical expertise.
• Over 7 years of experience in project management, program development, organization development, strategic planning, program evaluation.
• Excellent communication and interpersonal skills, with the ability to adapt communication styles to engage diverse audiences.
• Demonstrated ability to build trust and positive relationships across a wide range of stakeholders.
• Familiarity with collective impact.
Please email a resume and cover letter to Dr. Roberta Rincon, Associate Director of Research, at research@swe.org. Applications will be reviewed upon receipt and accepted until the position is filled. No phone calls please.
VISIBLE, the Villanova Initiative to Support Inclusiveness and Build Leaders and Villanova’s ADVANCE Grant program office, is hiring an Assistant Director. The posting is available here: https://jobs.villanova.edu/postings/27294.
The Assistant Director will have primary responsibility for the Academic Leaders Peer Network and the Equitable Hiring Practicum and will be responsible for developing workshops and programs for rising faculty leaders. Additionally, they will support the Campus Leaders Workshop, Leadership and Equity to Advance all Faculty (LEAF) Symposium, and our equitable evaluation efforts.
Candidates will need to have at least a bachelor's degree plus three years of related experience, including experience in facilitation, teaching, or presentations, especially in a higher education setting.
The Women of Color Summit (WOCS) recognizes that, while critical to STEM fields, Women of Color are often underserved, under-resourced, and undervalued in their respective fields. The WOCS continues to raise awareness of both the common and the unique experiences of Women of Color as they navigate STEM careers while emphasizing the need to disaggregate WoC identifies in order to develop effective practices. The WOCS brings together Women of Color in STEM with individuals and organizations who authentically support WoC in thriving and advancing in their chosen fields.
Register at: https://registration.socio.events/e/wocs2023
Collected resources and news regarding our Virtual Visiting Scholars andEmerging Research Workshops.
The ARC Network is excited to begin hosting members of the 2022-2023 Virtual Visiting Scholars (VVS) cohort to present on their VVS projects and discuss the implications of their findings! Join us on Wednesday, December 13 at 3pm ET as Dr. Erin Winterrowd discusses her VVS research on academic motherhood and a mixed-method review of the "child penalty" for women of color in STEM.
Winterrowd's VVS project focused on academic motherhood and the child penalty. “For my own professional development, I wanted to attempt quantitative synthesis, and I looked for a topic that had enough studies available for a summary that wasalso something I had familiarity with. The topic ended up being quite ironic, since I spent my VVS year in academic motherhood myself. It was cathartic reading about other women’s experiences as I was having similar ones."
There was so much material to explore, Winterrowd ended up reframing her VVS proposal as a two-year project, which she is currently working on. “Gender equity in work, both in STEM and broadly, has changed a lot in the last few decades in a great way, with much needed attention given to the diversity of women’s experiences in STEM. We need to pay attention to these differences,” she says.
“I’m finding a number of non-significant findings that used to be significant. That could mean positive changes, or that could also mean we’re not disaggregating data or asking the right questions. What used to seem like a pretty clear-cut situation may not actually be that clear.”
Register at: bit.ly/VVSWinterrowd
The two newest reports from the ARC Network's Emerging Research Workshops have been released. The reports, "Using Big Data and Algorithms to Foster Equity in STEM" and "Cultivating Equity In STEM Through Inclusive Language," cover research and promising practices on each of the topics and suggest new directions for future work. We invite the community to share their expertise on the topics. To read the reports and share your input visit https://www.equityinstem.org/about-emerging-research-workshops.
A selection of equity, diversity, and inclusion-related articles.
"IWPR conducted original research on an often-overlooked group of students—parents with children—as they struggle to make ends meet while pursuing academic degrees and certificates. Student parents often face enormous financial barriers to academic success. They report high financial insecurity including issues with food, housing and other basic needs. For students with children, borrowing for post-secondary education may mean accumulating debt without improved labor market outcomes or the financial ability to pay off loans. This is because the financial barriers and logistical challenges, such as inadequate access to reliable child care, student parents face may result in leaving college early without a credential, which has implications for future earnings."
Publications, reports, or communications relevant to equity in the academy. All resources listed below are available in the ARC Network online resource library.
“A new book by Cassidy Sugimoto and Vincent Larivière, Equity for Women in Science: Dismantling Systemic Barriers to Advancement, is aptly timed given concerns about the extent to which the COVID-19 pandemic damaged women's productivity, visibility, and recognition within the research–publishing ecosystem. Equality within systems of knowledge production is not only right, as this book shows, denying such equality is also harmful.”
“Despite progress made toward increasing women's interest and involvement in science, technology, engineering, and math (STEM), women continue to be underrepresented and experience less equity and inclusion in some STEM fields. In this article, I review the psychological literature relevant to understanding and mitigating women's lower fit and inclusion in STEM. Person-level explanations concerning women's abilities, interests, and self-efficacy are insufficient for explaining these persistent gaps. Rather, women's relatively lower interest in male-dominated STEM careers such as computer science and engineering is likely to be constrained by gender stereotypes. These gender stereotypes erode women's ability to experience self-concept fit, goal fit, and/or social fit.”
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