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 December 16, 2024. Acceptance notifications and session assignments will be distributed on February 7, 2025.
https://www.equityinstem.org/eiscc/call-for-proposals
The ARC Network is excited to begin our series hosting members of the 2023-2024 Virtual Visiting Scholars (VVS) cohort to present on their VVS projects and discuss the implications of their findings!
Join us on Thursday, December 5 at 3pm ET as we welcome Dr. Brooke Coley to present her work on publication timelines across STEM equity research in STEM education outlets.
Register at bit.ly/VVSColey
The ARC Network is excited to begin our series hosting members of the 2023-2024 Virtual Visiting Scholars (VVS) cohort to present on their VVS projects and discuss the implications of their findings!
Join us on Thursday, December 12 at 3pm ET as we welcome Dr. Jessica Gold to present her work on equity work(ers) in academic institutions.
Register at bit.ly/VVSGold
The 2025 Emerging Researchers National (ERN) Conference in STEM has opened travel award and student abstract submissions. The 2025 ERN Conference will be held on April 4 - 6, 2025 in Atlanta, Georgia at the Hyatt Regency Atlanta.
Undergraduate and graduate students who participate in certain NSF programs and other STEM research programs are invited to submit abstracts for the conference. For more about student abstract submissions, visit: https://emerging-researchers.org/student-abstract-submission-process/
The ERN travel award will cover the conference registration fee, hotel reservations, airfare, and ground transportation. For more about the travel awards, visit: https://emerging-researchers.org/travel-awards/
The travel award application and student abstract submission deadline is at 11:59pm EST on Friday, November 22nd, 2024.
The Assistant Director will be responsible for the development, direction, administration, and evaluation of the Women in Engineering (WiE) pre-college outreach programming. The Assistant Director is responsible for recruiting, interviewing, training, and supervising the engineering student leadership team members who assist in implementing high quality outreach programming. This staff member is the point person in WiE for outreach collaboration with others within the College, Purdue, and the local community.
Read the full job description here.
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.
Researchers in academic institutions want their work to matter, but few engage in commercialization activities that could expand their potential impact. Numerous factors discourage STEM faculty, postdocs, and graduate students from engaging in technology transfer, particularly marginalized faculty like women, faculty of color, disabled faculty, and LGBTQ2S+ faculty, among others.
Considerable research has demonstrated that gendered and racialized disparities are particularly salient in the overlapping spaces of science, technology, engineering, and mathematics (STEM) and commercialization, both of which have historical and ongoing patterns of harm, exclusion, and social inequity.
Read more and access the full report at: https://www.equityinstem.org/blog/equity-in-academic-commercialization
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.
Please submit on or before Tuesday, 7th January, 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.
"Native American student enrollments had already been falling for at least a decade. Last year’s Supreme Court ruling may be making matters worse."
"Research from IWPR shows how gender disparities in associate’s degree attainment impact earnings. Women are more likely to earn degrees in fields with lower wages, and this updated fact sheet explores the latest data from the US Department of Education, examining trends in associate’s degrees by field of study. It also highlights occupational growth, changes in earnings, and the economic challenges women face across various industries."
Publications, reports, or communications relevant to equity in the academy. All resources listed below are available in the ARC Network online resource library.
"We examine the American landscape of higher education quantitative research concerning how gender and sex demographic information is collected. We use a directed content analysis to examine the prevalence and operationalization of gender and sex among widely used higher education survey instruments. Our findings illuminate a seemingly haphazard approach to developing gender and sex demographic questions and a number of limitations related to gender and sex variables inherent in the surveys analyzed. We discuss misalignment of question/item stem and response options, formatting decisions that result in data collection and analysis opportunities and challenges, and recommendations for policy and practice."
"The study of the position, status and experience of women academics has in recent decades attracted a great deal of scholarly attention. The literature is characterized by what might be referred to as the 'absent women' discourse, namely the underrepresentation of women in the highest positions in the sector, and is dominated by research conducted in the West. It is key, however, to look beyond the Western academy and not make assumptions about the status, position and experience of women academics in other contexts, or to assume that priority is given to gender equity universally. A key aspect from a policy perspective and in relation to supporting the advancement of women as academics is data: the absence of adequate, publically accessible data results in higher education sectors not being open to scrutiny."
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