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Attend the ADVANCE EiSCC Virtually!

Can't make it to the ADVANCE EiSCC? Join us virtually!  Virtual attendees will have access to the live streamed plenary sessions (through the event app). Additionally, virtual attendees have event app access for networking, viewing presenter materials, and using other features.

Register at:


Join the AAC&U Convergence Fellowship Program

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:

Invitation to Learn More About the Fulbright Specialist Program

You are invited to an upcoming virtual information session about the Fulbright Specialist Program, a program of the U.S. Department of State that provides U.S. academics, administrators, and professionals with two- to six-week project-based opportunities to collaborate with institutions around the world, next week on Tuesday, May 23 from 1-2:15 PM ET.

During this session, attendees will hear from Fulbright Specialist alumnus Kenneth McDonald, who is a Professor of Engineering Management at the U.S. Military Academy, about his experience and also learn about program eligibility requirements, grant benefits, and the application process.

This is an excellent opportunity for faculty, senior administrators, and experienced professionals in the field of engineering to learn more about the Fulbright Specialist Program and how it can enable them to expand their own professional networks, explore new cultures and perspectives, and build relationships with overseas institutions in ways that benefit their work here in the United States.

To register for this event, please visit

If you have any questions about this event or the Fulbright Specialist Program, reach out to Amirah Nelson at

NASEM Call for Information: Policies and Practices for Supporting Family Caregivers Working in Science, Engineering, and Medicine

A National Academies of Sciences, Engineering, and Medicine study is examining policies and programs to support the retention, re-entry, and advancement of students and professionals working in academic science, engineering, and medicine with caregiving responsibilities. The committee began its work in January, and our final report will be completed in the Spring of 2024.

Are you aware of policies or programs at your institution or that you or others have studied in other spaces that assist caregivers in managing the competing demands of work and home, assisting re-entry after periods of absence from paid labor, reducing bias and stigma against caregivers or providing other supports for caregivers or work-life balance?
Are you aware of policies or programs which have been evaluated either formally or informally to assess their efficacy? If so, do you have data to share?

Your input will contribute to the committee’s evidence base and broaden its perspective. Please share this request with your colleagues and other thought leaders who might also contribute. Please note that any information you share with the committee will be made public, consistent with the Federal Advisory Committee Act. Please respond by June 1, 2023.

Career Opportunities

Postdoc, Black epiSTEMologies

The Department of Educational Psychology in the College of Education at the University of Illinois Chicago is seeking candidates for a Postdoctoral Research Associate position. This is a two-year, limited term, grant-funded, full-time position associated with Black epiSTEMologies, a multi-institutional collaborative led by Dr. Terrell Morton. The postdoctoral research associate will support an on-going $8.8 million-dollar, NSF-funded collaborative research project titled “Examining Blackness in Postsecondary STEM Education through a Multidimensional-Multiplicative Lens.” Read more and apply at:


VVS Digest

Collected resources and news regarding our Virtual Visiting Scholars.

Read and Give Feedback on the Latest ARC Emerging Research Workshop Reports

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

Equity in the News

A selection of equity, diversity, and inclusion-related articles.

"Shouting Down an Empty Hallway" by Liam Konx in Inside Higher Ed

"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."

Equity Resources

Publications, reports, or communications relevant to equity in the academy. All resources listed below are available in the ARC Network online resource library.

"Peer mentoring communities of practice for early and mid-career faculty: Broad benefits from a research-oriented female peer mentoring group" by A. Rees and K. Shaw

“In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a questionnaire and open-ended essay, this study explores the impact of this CoP on its participants. We find that peer mentoring occurring in this group includes: goal setting, establishing a sense of institutional community; appreciation for group interdisciplinarity; an old girls network; friendship; feelings of connection to and membership of a group; and, support for professional development.”

Share with Us

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