LEADERSHIP TRAINING

2026 ASEE Engineering Deans Institute (EDI), Royal Sonesta, New Orleans, LA, April 19-21, 2026

The 2026 ASEE Engineering Deans Institute (EDI) is an exclusive annual gathering that provides a unique platform for engineering deans to engage in meaningful discussions on the pivotal challenges and opportunities within their schools, colleges, and the broader engineering profession. EDI aims to amplify the collective voice of engineering education and underscore the critical role of engineering in society. Complemented by social activities and ample opportunities for informal conversations, this event promises to cultivate valuable relationships and deliver an intensely rewarding experience. Registration is now OPEN.

EVENTS

Conference for Advancing the Participatory Sciences, Virtual, May 26-29, 2026

Participatory sciences include community science, citizen science, community-based monitoring, volunteer research, and more — research and monitoring efforts that depend on knowledge, insights, or observations from members of the public. The 2026 Conference brings together researchers, facilitators, and project and community leaders for four exciting days of inspiration.

IEEE EMBC 2026, Toronto, Canada, July 26-30, 2026

The Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC 2026) will be held in Canada from 26–30 July 2026. As the world’s leading forum for biomedical engineering and healthcare innovation, the conference will convene researchers, clinicians, academics, and industry leaders to exchange knowledge, present pioneering research, and foster collaborations. EMBC 2026 will provide an outstanding platform to explore the latest advances in engineering in medicine and biology, shaping the future of healthcare worldwide. This year’s theme is Engineering Sustainable and Equitable Healthcare.

PUBLICATION & PRESENTATION OPPORTUNITIES (PPOs)

Inclusive Research and Employee Voice: Decolonising Knowledge and Reimagining Workplace Relations 

This special issue invites critical contributions exploring how inclusive research practices—developed through participatory, reflexive, and decolonial methodologies—advance social justice and inclusion in contemporary employment relations. We encourage interdisciplinary and intersectional approaches that centre marginalised employee and community voices in co-creational frameworks; inherently feminist in nature (Drydakis et al., 2022). 

Inclusive research challenges the traditional researcher–participant hierarchy and calls for co-production of knowledge with those historically excluded from organisational decision-making and employment policy formation (Tahssain-Gay et al., 2025). Within the neoliberal university and corporate world, such approaches have often remained marginal or tokenistic, particularly within HRM and management disciplines (Parker, 2018). Inclusive methodologies demand more than ethical compliance; they reposition research as a process of mutual learning, empowerment, and voice—principles central to the study of employee relations. 

This special issue will spotlight inclusive research—theoretically, empirically, and methodologically—as central to the future of employment relations and workplace justice. We aim to reposition inclusivity not as an add-on but as a core orientation for ethical scholarship, organisational learning, and social transformation. 

The journal invites contributions that examine: 1) how inclusive and participatory research practices enhance employee voice and engagement; 2) how co-created knowledge can disrupt hierarchical, technocratic models of HR and management research; and 3) how such approaches foster dignity, trust, and accountability between researchers, workers, and organisations.​ Topic Areas include: ​​​Inclusive and participatory research methodologies in employment relations, Decolonial, feminist, and reflexive epistemologies in HRM and workplace studies, Employee voice, dignity, and co-production in marginalised labour contexts, Participatory policymaking and ethical research governance in organisations, and Global and intersectional perspectives on inclusivity, precarity, and social justice. 

Submissions are made using ScholarOne Manuscripts. Registration and access are available here.  ​Author guidelines must be strictly followed. Please see here. ​Closing date for manuscripts submission: ​June 30, 2026

The Journal of STEM Leadership & Broadening Participation

The Journal of STEM Leadership & Broadening Participation invites contributions which will focus on the impacts of recent funding, policy, and priority disruptions to the U.S. STEM higher education landscape. The Journal of STEM Leadership and Broadening Participation (JSLBP) is the official journal of the AAC&U Office of Undergraduate STEM Education. This scholarly platform provides an intellectual space for all academic leader-scholar-practitioners to contribute to the knowledge base on undergraduate STEM education reform. All submissions focus on the author’s viewpoint as leader, architect, and/or implementer of broadening participation strategies and approaches – whether through decision-making, teaching, or research. Authors interested in submitting to the journal are encouraged to review the sections below for important information on manuscript types, submission guidelines, requirements, the review process, and submission fees.Manuscripts are now being accepted through mid April, 2026 for inclusion in the next issue.

International Journal of STEM Education: AI Literacy & STEM Education

Artificial intelligence (AI) and its applications in education have a rich and complex history dating back to the 20th century. Early AI systems were typically standalone computer-based environments, often isolated from both teachers and students, developed at a time when AI literacy was not a common expectation. Moreover, the integration of GenAI in STEM education presents new opportunities and challenges that remain largely underexplored. Specifically, there is a pressing need for research to investigate how AI literacy development and digital STEM education can intersect to transform both teaching and learning. This evolution raises many key questions. This Special Issue on AI Literacy and STEM Education invites cutting-edge empirical and theoretical research that explores how the development of AI literacy and the digitalization of STEM education can converge to transform the ways students learn, and how STEM content is presented, structured, and understood. The journal welcomes high-quality contributions that build upon or expand existing theoretical and empirical frameworks related to AI literacy and STEM education, with the goal of advancing scholarship in this emerging and increasingly important field. Submission deadline: January 31, 2027

Journal of Diversity in Higher Education (JDHE) General Call for Papers and Practice Beliefs

Journal of Diversity in Higher Education publishes empirical research, literature reviews, and evaluations of promising practices and policies that support efforts to transform institutions, inspire colleagues, engage campus, governmental, and private sector leaders, and articulate culturally competent outcomes. Practice briefs are concise scholarly articles that offer empirically based recommendations for practitioners. The journal is also interested in work that explores issues related to teaching and learning, policy development and implementation, and leadership and organizational change in diverse learning environments. Multidisciplinary in scope, the journal publishes empirical work that supports efforts to transform institutions, inspires colleagues, engages campus, governmental, and private sector leaders, and articulates culturally competent outcomes. (no submission deadline)

ROYAL SOCIETY OF CHEMISTRY LAB ON A CHIP
Royal Society of Chemistry Lab on a Chip is running a new Emerging Investigator Series to showcase some of the best work in the field of miniaturization at the micro- and nano-scale, being conducted by exceptional up-and-coming researchers across the microfluidics and miniaturization community. Lab on a Chip is the premiere journal that publishes cutting-edge research in the field of miniaturization. By their very nature, microfluidic/nanofluidic/miniaturized systems are at the intersection of disciplines, spanning fundamental research to high-end application, which is reflected by the broad readership of the journal. With this new Emerging Investigator Series, we want to celebrate the major up-and-coming players across this field. This is an on-going collection - with articles being published once they are accepted and collated online, meaning that there are no strict submission deadlines. Articles published in the Series will receive extensive promotion, including a featured interview on our blog and social media platforms. Your published article will be free to access for a limited period after publication and as part of the wider Emerging Investigator collection. To be eligible for the series, authors should be approximately within 10 years of completing their PhD (or equivalent), have an independent research career and be the corresponding author on their submitted manuscript. The journal is inclusive of any career breaks you may have had extending over this period.

SAGE OPEN ACCESS: Become a Guest Editor in an Open Access Journal
Sage welcomes proposals for new Special Collections in our Gold Open Access journals. Special Collections are intended to attract high-quality articles on topics of current interest in the journal field. They should be organized by Guest Editors who are recognized experts in their field. It is helpful for Guest Editors to have a list of potential contributors already in mind and reach out to them as soon as possible. Benefits for Guest Editors: Special Collections are selections of high-quality articles on topics of current interest, organized by Guest Editors who are recognized experts in their field. Running a Special Collection can:

• Provide an enduring association between you and your chosen topic, as the research featured will be read for years to come.

• Boost the impact of your work by providing increased exposure and expanding your research network.

• Provide practical experience in journal editing and deeper insights into how the peer-review process should work. This can streamline the future publishing process for the Guest Editor and lead to additional roles.

CALL FOR PAPERS IN COMMUNICATIONS BIOLOGY JOURNALS
Highlight your research and enhance its visibility to your field by submitting to our Collections, carefully curated to capture trends in fast-moving fields of science and regularly associated with an open call for papers. All manuscripts in curated Collections are selected and managed by the journal's Editors according to our standard procedures. Deadlines vary depending on the specific journal. 

JOURNAL OF DIVERSITY IN HIGHER EDUCATION: GENERAL CALL
Journal of Diversity in Higher Education, the official journal of the National Association of Diversity Officers in Higher Education and published by APA, offers insights into theory and research that can help guide the efforts of institutions of higher education in the pursuit of inclusive excellence. The journal largely publishes empirical research focused on issues related to issues of diversity, equity, and inclusion in post-secondary environments. The manuscripts address the experiences and outcomes of individuals from underrepresented and underserved communities, focusing on institutional barriers and challenges, patterns of access and achievement, and the impact of engaging with diverse students, faculty, and administrators.

The journal is also interested in work that explores issues related to teaching and learning, policy development and implementation, and leadership and organizational change in diverse learning environments. Multidisciplinary in scope, the journal publishes empirical work that supports efforts to transform institutions, inspire colleagues, engage campus, governmental, and private sector leaders, and articulate culturally competent outcomes.

SDG 4 Quality Education Collection

Springer is calling for articles to our new Collection on Education for Sustainable Development and Global Citizenship, in support of the UN Sustainable Development Goal: SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Education has an important role to play in giving learners the knowledge and skills needed to promote sustainable development. This collection creates a cross-disciplinary space for researchers and educators working across various types of education, from early childhood to vocational and higher education, as well as all the subject areas and educational psychology, focused on addressing this significant global issue. We bring together scholarship that supports the UN Sustainable Development Goals (UN SDGs), explores policy and community issues, and makes a difference to education for a sustainable future.

The submission deadline is Jan. 1, 2030.

FUNDING OPPORTUNITIES

AMS Congressional Fellowship: Application Deadline February 1, 2026

The AMS Congressional Fellow spends a year working on the staff of either a member of Congress or a congressional committee, addressing legislative and policy areas requiring scientific and technical input. The Fellow uses their analytical abilities and mathematical sciences background to assist the decision-making process in Congress. The fellowship year (September 1, 2026 – August 31, 2027) includes an orientation on congressional and executive branch operations, and a year-long seminar series on issues involving science, technology, and public policy. Fellows receive a stipend for the fellowship period, with additional allowances for relocation and professional travel. The American Mathematical Society (AMS), in conjunction with the American Association for the Advancement of Science (AAAS), sponsors the AMS Congressional Fellowship. Eligibility: 1) Applicants must have a PhD or an equivalent doctoral-level degree in the mathematical sciences in-hand by June 15, 2026. 2) Applicants must demonstrate sensitivity toward political and social issues and have a strong interest in applying their expertise toward societal solutions. 3) Applicants must be able to work for the fellowship period: September 1, 2026 – August 31, 2027. 4) Applicants must be U.S. citizens. Federal employees are not eligible.

NSF 22-548 EDU Core Research: Building Capacity in STEM Education Research (ECR: BCSER)

Program Solicitation: Supports activities that will advance STEM education research, including professional development for researchers, institutional training on the use of cutting-edge research techniques, and conferences. Additionally, ECR:BCSER seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. The program supports activities that enable researchers to expand their areas of expertise and acquire the requisite knowledge and skills to conduct rigorous research in STEM education. Career development may be accomplished through investigator-initiated professional development and research projects or through institutes that enable researchers to integrate methodological strategies with theoretical and practical issues in STEM education. Researchers from across institution types are encouraged to submit proposals.

Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): February 27, 2026

NSF 22-603: MID-CAREER ADVANCEMENT (MCA)

Program Solicitation: Supports mid-career researchers, at the associate professor rank (or equivalent), to substantively enhance and advance their research program through synergistic partnerships. The MCA program provides protected time, resources, and the means to gain new skills through synergistic and mutually beneficial partnerships, typically at an institution other than the candidate's home institution. Partners from outside the Principal Investigator's (PI) own sub-discipline or discipline are encouraged, but not required, to enhance interdisciplinary networking and convergence across science and engineering fields. Research projects that envision new insights on existing problems or identify new problems made accessible with cutting-edge methodology or expertise from other fields are encouraged.

  Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): March 2, 2026.

NSF 25-509: Emerging Mathematics in Biology (eMB)

The Emerging Mathematics in Biology (eMB) program seeks to stimulate the development of innovative mathematical theories, techniques, and approaches to investigate challenging questions of great interest to biologists and public health policymakers. It supports truly integrative research projects in mathematical biology that address challenging and significant biological questions through novel applications of traditional, but nontrivial, mathematical tools and methods or the development of new mathematical theories particularly from foundational mathematics, including the mathematical foundation of Artificial Intelligence/Deep Learning/Machine Learning (AI/DL/ML) enabling explainable AI or mechanistic insight. The program emphasizes the uses of mathematical methodologies to advance our understanding of complex, dynamic, and heterogenous biological systems at all scales (molecular, cellular, organismal, population, ecosystems, evolutionary, etc.). 

Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): March 2, 2026

NSF 25-514: NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM)

Program Solicitation: The main goal of the S-STEM program is to enable academically talented, low-income students to pursue successful careers in promising STEM fields. Ultimately, the S-STEM program seeks to increase the number of academically promising low-income students who graduate with an S-STEM eligible degree and contribute to the American innovation economy with their STEM knowledge. Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to institutions of higher education (IHEs) not only to fund scholarships, but also to adapt, implement, and study evidence-based curricular and co-curricular activities that have been shown to be effective in supporting recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. To be eligible, scholars must be domestic low-income students with academic ability, talent, or potential and demonstrated unmet financial need who are enrolled in an associate, baccalaureate, or graduate degree program in an S-STEM eligible discipline. Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): March 3, 2026

EPA-EE-25-01 Environmental Education (EE) Grant Solicitation 

The Environmental Education Grant Program supports locally and regionally focused environmental education projects that promote environmental stewardship and help develop knowledgeable and responsible students, teachers, and community members. This grant program provides financial support for projects that design, demonstrate, and/or disseminate environmental education practices, methods, or techniques that increase public awareness and knowledge about local environmental issues and provides participants in its programs the skills necessary to make informed decisions and to take responsible actions toward the environment.

Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): March 3, 2026

NSF PD-25-345Y Fire Science Innovations through Research and Education (FIRE)

 Wildland fire is a powerful force on the planet, one that is rapidly accelerating in complexity beyond our current understanding. A new approach is needed. This approach requires a proactive and scalable perspective that recognizes the variety and connectedness of components of wildland fire. Coordinated scientific research and education that enables large-scale, cross-cutting breakthroughs to transform our understanding of wildland fire is urgently needed. In an era of rapid change, our society needs forward-looking research built on new frameworks that will realign our relationship with wildland fire. The Fire Science Innovations through Research and Education (FIRE) program invites innovative multidisciplinary and multisector investigations focused on convergent research and education activities in wildland fire. All areas of science, engineering, and education supported by the U.S. National Science Foundation are included in this program. Projects developed by a wide array of groups including, for example, academics, educators, scientists, community members, students, industry partners, practitioners, resource managers, and Tribal representatives, working together to generate new knowledge of the interactions among biological, social, geoscientific, and engineering processes encompassing multiple fields, scales, and perspectives on wildland fire are encouraged. To advance convergent research and education in wildland fire science, FIRE proposals should demonstrate strengths in one or more of the following areas: (1) new advances in data collection, storage, and sharing relevant to wildland fire dynamics, including Earth observations; (2) new modeling and computational approaches to understand wildland fire (including artificial intelligence and machine learning approaches); (3) new understanding of the cross-scale interactions of wildland fire across local, regional and global extents; (4) new insights into community adaptation and governance relevant to wildland fire; (5) new approaches to reduce the vulnerability of built infrastructure, natural fuels, and social systems to wildland fire; and (6) engagement of a variety of community members and stakeholders to promote a forward-looking approach to wildland fire science.  

Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): April 7, 2026

John F. Perkins Jr. Research Career Enhancement Award: Application Deadline June 27, 2026

John F. Perkins Jr. Research Career Enhancement Award is designed to enhance the career potential of the awardee. The award of up to $20,000 allows a member in the early phases of their career to obtain special training or a member in the later phases of his/her career to develop new skills or retrain in areas of developing interest. Applications submitted for the June 27th deadline should request funding for career enhancement activities that will be undertaken after August 1.  Award amount: Up to $20,000 Eligibility: 1) Applicant must be a member in good standing of the APS for a minimum of two consecutive years at the time of application.  U.S. residency is NOT required. 2) Hold a rank equivalent to Assistant Professor or above.

NSF CYBERINFRASTRUCTURE FOR PUBLIC ACCESS AND OPEN SCIENCE (CI PAOS)

The Cyberinfrastructure for Public Access and Open Science (CI PAOS) program within the Office of Advanced Cyberinfrastructure (OAC) aims to catalyze new and transformative socio-technical partnerships supporting research data infrastructure ecosystems across domains through early-stage collaborative activities between cyberinfrastructure researchers, scientists, research computing experts, data management experts, research labs, university libraries, and other communities of practice.  

Program Solicitation: Supports early-stage socio-technical partnerships focused on research data infrastructure ecosystems.

Full Proposal Accepted Anytime

ECMC Foundation

Eligibility for ECMC Foundation grant funding is determined by the criteria outlined below. In some instances (e.g., Request for Proposal) criteria may be added for specific grant opportunities. The following organization types are eligible to receive funding:

• Nonprofit organizations registered as a U.S. 501(c)(3) or a 509(a)(1), (2) or (3) of the Internal Revenue Code

• Government entities

• Postsecondary institutions and systems or their affiliated and supporting foundations

ECMC Foundation’s strategic priorities represent a three-pronged approach to creating systemic change in higher education that includes creating immediate change by removing obstacles that stand in the way of learner success right now; equipping institutions and organizations to better serve learners; and evolving the postsecondary ecosystem over time to become more adaptive, resilient, and capable of delivering better college completion outcomes for all students.

NSF 25-514: NSF Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM)

Program Solicitation: The main goal of the S-STEM program is to enable academically talented, low-income students to pursue successful careers in promising STEM fields. Ultimately, the S-STEM program seeks to increase the number of academically promising low-income students who graduate with an S-STEM eligible degree and contribute to the American innovation economy with their STEM knowledge. Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to institutions of higher education (IHEs) not only to fund scholarships, but also to adapt, implement, and study evidence-based curricular and co-curricular activities that have been shown to be effective in supporting recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. To be eligible, scholars must be domestic low-income students with academic ability, talent, or potential and demonstrated unmet financial need who are enrolled in an associate, baccalaureate, or graduate degree program in an S-STEM eligible discipline.

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