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Early Bird Registration Ends February 7

Registration is now open for the 2024 ADVANCE EiSCC! Join us in Baltimore, Maryland from June 2-5, 2024 at the Hilton Inner Harbor to drive systemic change in STEM.

Register at:

All members of the ARC Network receive a $50 discount on registration. Early-bird registration is open through February 7, 2024, 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


Join WEPAN/ARC Network/ACCESS+ on 2.15 for a Town Hall on on the Current DEI Landscape

WEPAN, the ARC Network, and ACCESS+ are co-hosting a town hall on Thursday, February 15th, from 2-3:30pm ET, in response to the growing list of obstacles to advancing equity, including the attacks on the psychological well-being of marginalized peoples doing this work.

Join us as we:

  • come together as a larger community to discuss the issues at hand
  • highlight the realities of the personal and professional impacts being experienced
  • facilitate exchange of resources and insights
  • seed collective effort to address these issues in ways that allow us to be intentional and in community
  • share ways WEPAN, ARC Network, and ACCESS+ can support our communities

Register at:

The ADVANCE Resource and Coordination (ARC) Network, funded by the NSF ADVANCE Program, Awards HRD-2121468 and HRD-1740860, seeks to achieve gender equity for faculty in higher education STEM disciplines through an intersectional, intentional, and inclusive lens.

ACCESS+, funded by an NSF ADVANCE grant (HRD-2017953), works to increase the number of STEM professional societies engaged in advancing intersectional gender equity in STEM.

WEPAN is a non-profit organization founded in 1990 dedicated to advancing cultures of equity and inclusion in engineering higher education and applied professions.
Please feel free to reach out with any questions or concerns. We hope to see you there!

Two Inclusive Professional Framework for Faculty (IPF: Faculty) Workshops Offered by the INCLUDES Asire Alliance

Two workshops are being offered in 2024: “A Closer Look at Intercultural Dynamics and Relationship Building within the Inclusive Professional Framework (IPF)” (Wednesday, January 24, 2024) and “Introduction to an Inclusive Professional Framework (IPF)” (Thursday, March 21, 2024). The first workshop will go deeper into the cultural wealth model, multicontextuality, and how those impact communication while advancing IPF application. The second workshop will explore the identity domain of the IPF: Faculty with time to think about the wheel of privilege/identity wheel, the cultural wealth model, and initial applications.

To learn more and register, visit

Call for Conference Papers: “Disclosing Failure, Benefit or Hazard for STEM Women Faculty? Advancing An Equity and Inclusion Perspective”

We invite your participation in the first-ever conference to explore the hazards and benefits of failure disclosure for women in STEM. The conference, “Disclosing Failure, Benefit or Hazard for STEM Women Faculty? Advancing An Equity and Inclusion Perspective,” will be held on June 11-13, 2024, at the University of Virginia.

The value of disclosing scientific failures (teaching, mentoring research) has been well established. This conference seeks to transform national conversations and research inquiry by asking why, for whom and under what conditions is disclosing failure discouraged or impeded. And when failure disclosure is rendered beneficial to all STEM faculty, what are the positive consequences for scientific discovery and broader participation in STEM fields.

Women of color are especially encouraged o attend and lend their voices as we activateconversation and build community around this important issue. Participants from all STEM disciplines (The NSF definition of STEM includes the social and economic sciences), faculty ranks, and institution types are welcome. Note: The term “women” is used to mean cisgendered or transgendered persons who identify as women.

Submissions are due February 15. For information on submission guidelines and to submit, visit

Questions? Please reach out to

NOTE: the conference has funding to support partial travel and subsistence for some participants.

Career Opportunities

Postdoctoral Scholars Program, Lehigh University

Lehigh University invites applications to the second cycle of the "Advancing Future Faculty Diversity Postdoctoral Scholars Program."

Prospective postdocs can apply to work within one of the qualified host units named in the full ad. The program will provide professional development and support to prepare scholars for faculty roles at Lehigh, or similar institutions.

Full details are online:


Recording Available for "The Inventor’s Patent Academy Webinar Series: Promoting Equitable Innovation"

Sponsored by Qualcomm, this WEPAN webinar series explores topics covered in The Inventor’s Patent Academy (TIPA), a free three-part course that supports current and future inventors in understanding patenting, intellectual property, and how to navigate the patenting system. TIPA, created in partnership by Qualcomm and Invent Together, promotes equitable innovation ecosystems by providing open access to patenting information often withheld from marginalized inventors.

The first webinar in this WEPAN series aligns with Module 1 of TIPA and featured a panel discussion with four inventors who shared their patent successes and challenges as well as strategies, tools, and tips for navigating your own patent journey.

Watch the webinar at:

VVS & ERW Digest

Collected resources and news regarding our Virtual Visiting Scholars andEmerging Research Workshops.

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.

"Is Class-Based Affirmative Action a Pipe Dream?" by L. Knox in Inside Higher Ed

"Even before the Supreme Court handed down its decision banning affirmative action in this summer’s Students for Fair Admissions case, selective institutions began weighing a litany of legal strategies for maintaining racial diversity, from shifting recruitment targets to retooling application questions. Some have suggested a class-based alternative to affirmative action. Advocates say that because many lower-income students are Black and brown, using class as a proxy would undercut the negative effects of the ruling on racial diversity. It would help highly selective colleges improve their abysmal socioeconomic diversity, too."

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.

"Male allyship in institutional STEMM gender equity initiatives" by M. Nash, R. Grant, R. Moore, et al.

“This article examines men’s involvement in an institutional gender equity award scheme and how their self-concept as allies develops over time. It draws specifically on a subset of qualitative data from the four men participating in a study involving in-depth interviews with university staff involved in the self-assessment team of one Australian institution’s Science in Australia Gender Equality (SAGE) Athena SWAN pilot. Data related to the men’s experiences is the article’s focus."

"Marriage and baby blues: Redefining gender equity in the academys" by M. Mason and M. Goulden

“Traditionally, gender equity in the academy is evaluated in terms of women's professional success as compared to men's. This study examines gender equity not only in terms of professional outcomes but also in terms of familial outcomes, such as childbirth, marriage, and divorce. Using data from the Survey of Doctorate Recipients as well as data from a 2002 to 2003 survey of the work and family issues facing ladder-rank faculty in the nine campuses of the University of California system, the authors followed more than thirty thousand Ph.D.s in all disciplines across their life course and surveyed more than eighty-five hundred active University of California faculty. Results indicate that gender equity in terms of familial gains is as elusive as gender equity in terms of professional employment, raising the fundamental issue of what gender equity means in a university setting or in any fast-track employment setting.”

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