Looking for help navigating the Resource Library? Want to find more resources to support your equity in STEM work? Check out our newly launched webpage for the Resource Library or reach out to Bethany Farmer, ARC Network Librarian at email@example.com.
Each year, the ARC Network selects two to four Virtual Visiting Scholars to conduct research on existing or emerging themes from scholarly literature on gender equity in STEM workplaces.
Virtual Visiting Scholars employ qualitative and/or quantitative meta-analytic and meta-synthesis techniques to identify best practices, structural barriers, or other larger themes from existing literature. Research also incorporates considerations of diversity and inclusion from an intersectional and systemic perspective.
Virtual Visiting Scholars will be expected to work independently at locations of their choosing. The ARC Network will provide a stipend for one year of $20,000. The funds will be provided as direct payments to the Scholar, not to an institution.
Apply at equityinstem.org/vvs/call-for-proposals. Proposals close July 17, 2023 at 5pm.
Conference materials from the 2023 ADVANCE EiSCC have been uploaded to the ARC Network Resource Library! You can access all presentations and posters from this year and our 2022 convening.
The American Association of Colleges and Universities (AAC&U), through generous support from the Henry Luce Foundation, now invites applications from BIPOC women in STEM for its Convergence Fellowship Program.
The Convergence Fellowship Progam is an incubator program that provides BIPOC women in STEM with early entrepreneurial education, access to mentors, and viable connections to an investor network that is culturally responsive, empowering, and fully committed to promoting social justice through the scientific and technological innovations of BIPOC women.
During this yearlong program, participants will learn about business modeling, product development, finance, and intellectual property in addition to grappling with the systems and structures that marginalize people of color within STEM and society, at large.
Prior entrepreneurial experience is NOT required for acceptance into the Program. The deadline to submit your application is on or before June 26, 2023. Read more and apply at: https://aacu.co1.qualtrics.com/jfe/form/SV_418MhIyXSoTUpFQ
The FIRST program aims to enhance and maintain cultures of inclusive excellence in the biomedical research community. “Inclusive excellence” refers to cultures that establish and sustain scientific environments that cultivate and benefit from a full range of talent. The University of Maryland School of Medicine and the University of Maryland, Baltimore County are committed to creating an environment conducive to supporting diverse and successful biomedical researchers.
The UM FIRST program intends to hire a cohort of at least 10 early stage investigators in the areas of cancer biology, neuroscience, and microbiology/immunology/vaccinology/infectious diseases.Read more and apply at: https://www.medschool.umaryland.edu/umfirst/
Nevada State (NS), a four-year Minority Serving public institution, committed to the advancement of a diverse and largely under-served student population of more than 7,000 is seeking a Provost and Vice President of Academic Affairs. The primary focus of this mission is “the New Majority” – first-generation students, Dreamers, adults with college credit but without college degrees, students of color, and anyone looking for the opportunity to improve their economic mobility.
Read more and apply at: www.wittkieffer.com/position/24620-provost-and-vice-president-of-academic-affairs/
Join DiscoverE Persist Series host Kameelah S. Majied for a conversation exploring the research findings from Messages Matter, the factors that attract girls and students of color to engineering, and the role you can play in achieving gender equity in engineering and technology.
Register at: bit.ly/42AhE0x
This episode is presented by DiscoverE in collaboration with the Congressional Women in STEM Caucus and WEPAN.
Collected resources and news regarding our Virtual Visiting Scholars andEmerging Research Workshops.
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.
"Political and legal attacks have made DEI work challenging in many states. Some professionals are leaving, but those who stay say they’re fighting for students, faculty and the future of college equity."Demand for diversity, equity and inclusion specialists on campus is high—and so is turnover. Many in the field say the work can be isolating and support from top leaders is rare."
"As a growing number of colleges around the country have stopped using diversity statements, a lawsuit filed against the University of California system in May appears to be the first to directly challenge their legality. Experts are divided on whether the use of such statements by public colleges will pass legal muster."
Publications, reports, or communications relevant to equity in the academy. All resources listed below are available in the ARC Network online resource library.
"Given the growing global environmental threats, shifts to increasingly binary thinking that isolate and polarize discourse, and the erosion of caring for each other and our places, the authors believe it is imperative that we change the way science and science, technology, engineering, and math (STEM) education connect with communities and are taught in school. As part of the larger study, this paper explores how the integration of STEMSPedagogy with community based problem solving (re)shapes two case-study teachers' learning environments and serves as a tool to facilitate decolonizing STEM education.”
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