LEADERSHIP TRAINING
2026 AAAS Annual Meeting, February 12-14, 2025 | Phoenix, AZ
The theme of the 2026 AAAS Annual Meeting – Science @ Scale – inspires the community to draw attention, more than ever, to daring to explore the inconceivable and embrace informed risk, while also conceptualizing value for the public good. Our communities of scientists, policy makers, the public/private sectors, and the public are equal partners in the integrative scaling of new knowledge, large-scale data, complex systems, and policy innovation for impact. Join us in this important conversation. Panel Discussions, Workshops, Plenary Sessions, Topical Lectures, Postdoctoral Talks, Student E-posters, and the Expo will be held at the Phoenix Convention Center. The online program will be revealed in mid-October and will include exact locations and session times. Registration is open.
As higher education faces considerable headwinds, we have an opportunity to reenvision ourselves for enhanced impact and protect what we believe are our core values, missions, and purposes. In this challenging context, women and others continue to lead with commitment, compassion, and critical hope, even as they contend with fatigue and fear. The 2026 conference will focus on how we can rejuvenate and sustain ourselves and others by reaffirming our purposes and finding alternative pathways to living out our professional passions.
This event is open to all who are interested in advancing and supporting women in higher education leadership. Members of the ACE Women’s Network are particularly encouraged to attend. Please note that limited seats are available.
2026 ACE Annual Meeting, February 26–27, 2026, Washington, DC
The ACE Annual Meeting is a high-impact convening that will gather college and university leaders to confront the most urgent challenges of our time—including the value of higher education; public trust; and demographic, technological, and political shifts. The meeting will empower campus leaders to foster innovation and resilience as well as to champion higher education’s vital role in building our nation’s future. Attendees will explore the sector’s most pressing challenges and opportunities as they hear from thought-leading speakers during inspiring sessions and engage in dialogue that inspires transformative action.
Higher Learning 2026, March 21-24, 2026, Chicago, IL
Higher Learning 2026 will bring together professionals who are shaping the future of higher ed. The conference will explore how institutions can pursue continuous improvement through accreditation and ensure high-quality, transformative educational experiences that meet the evolving needs of students and society. Join colleagues to exchange ideas, explore new strategies, and gain skills that will enhance your institution’s impact and leadership.
AACC 2026: Pioneering Minds: Shaping the Future of Education, April 10-14, 2026, Seattle, WA
The American Association of Community Colleges (AACC) hosts one of the most significant professional development events for leaders in community colleges and providers engaged with the two-year college sector. This event includes high-energy keynote presentations and breakout sessions addressing the sector's most pressing issues and opportunities, disruptive technology showcases, deep-dive problem solving work sessions, and unparalleled networking opportunities.
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
2026 AAAS Annual Meeting, February 12-14, 2025 | Phoenix, AZ
The theme of the 2026 AAAS Annual Meeting – Science @ Scale – inspires the community to draw attention, more than ever, on daring to explore the inconceivable and embrace informed risk, while also conceptualizing value for the public good. Our communities of scientists, policy makers, the public / private sectors, and the public are equal partners in the integrative scaling of new knowledge, large-scale data, complex systems, and policy innovation for impact. Join us in this important conversation. Panel Discussions, Workshops, Plenary, Topical Lectures, Postdoc Talks, Student E-posters as well as the Expo will be at the Phoenix Convention Center. The online program will be revealed in mid-October and will include exact locations and session times. Registration is open.
The Technical Symposium on Computer Science Education (SIGCSE TS) is organized by the ACM Special Interest Group on Computer Science Education (SIGCSE) and is the organization’s flagship conference. The SIGCSE Technical Symposium addresses problems common among educators working to develop, implement, and/or evaluate computing programs, curricula, and courses. The symposium provides a forum for sharing new ideas for syllabi, laboratories, and other elements of teaching and pedagogy at all levels of instruction. The symposium offers a diverse range of technical sessions and provides opportunities for learning and interaction. Call for Reviewers: SIGCSE is still looking for volunteers to serve as reviewers. If you are interested in serving as a reviewer for TS 2026, please complete the interest form.
The AABHE Annual Conference invites scholars, administrators, and thought leaders from across the nation to come together to explore innovative pathways shaping the future of higher education. This year’s theme, Pathways to Success in Higher Education: Navigating Change, invites dynamic dialogue and collaboration around the evolving challenges and opportunities within our academic communities. The conference will feature inspiring keynote speakers, interactive sessions, and unparalleled networking opportunities. Whether you are an emerging scholar or a seasoned professional, the AABHE Annual Conference provides the perfect platform to share research, exchange ideas, and advance the mission of access and advancement for the betterment of higher education. Online Registration is open until April 11, 2026.
In-person | Gaylord National Harbor Resort and Convention Center, March 11-13, 2026
Virtual | Live from Everywhere | April 22-23, 2026
The WiCyS conference is the premier event to RECRUIT, RETAIN, and ADVANCE women in cybersecurity— all while creating a community of engagement, encouragement, and support at a technical conference for women and allies. WiCyS brings together women and allies in cybersecurity from academia, research, government, and industry. Conference components include keynote speakers, technical presentations, workshops, panel discussions, lightning talks, networking socials, résumé reviews, mock interviews, professional headshots, a career fair for hiring professionals and students, a capture-the-flag competition, an escape room, a breakfast honoring military personnel, and more. Registration for the WiCyS 2026 Conference opens on January 26, 2026, at 10 am CST and will remain open until capacity is reached.
PUBLICATION & PRESENTATION OPPORTUNITIES (PPOs)
The Critical Race Studies in Education Association (CRSEA) invites scholars, educators, students, activists, artists, and community members to attend the 2026 Annual Conference. CRSEA continues to cultivate a community of resistance and liberation rooted in Critical Race Theory (CRT) and related frameworks that challenge systemic racism, white supremacy, settler colonialism, and intersecting forms of oppression in education and society.
Proposal Deadline: December 22, 2025
Journal of Women and Minorities in Science and Engineering
Announcement: Call for Letters of Intent to Submit
Research Interrupted: A New Article Type in Journal of Women and Minorities in Science and Engineering (JWM)
JWM announces a new article type, Research Interrupted, which aims to showcase meaningful and robust STEM education research that was prematurely terminated due to recent shifts in federal funding priorities.
About the Article Type
This is not a special issue; instead, Research Interrupted articles will be incorporated into future issues of the journal, following the same process as traditional JWM articles.
These articles will be reviewed using the same quality standards as our full-length articles, and reviewers will receive guidance to calibrate expectations appropriately to the punctuated article length. Author guidance for this article type will be available under a new heading on our existing “Author Instructions” page.
Letters of Intent to Submit
JWM invites letters of intent (LOIs) to submit from individuals or teams who wish to submit a Research Interrupted article for review at some point before December 2027. The LOIs will help us gauge the volume of submissions and plan reviewer recruitment.
LOI submissions will be accepted through December 31st, 2025
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)
AAC&U Special Issue: Reimagining STEM Faculty Leadership
AAC&U, along with the American Journal of STEM Education, invites submissions for a special issue on Centering the Role of STEM Faculty in Organizational Transformation. This special issue recognizes STEM educators and leaders as the driving force behind meaningful change and seeks to showcase your experiences, research, and insights. We will explore how STEM faculty – and the institutional systems and structures designed to support them and advance their careers – serve as essential catalysts for institutional and departmental transformation, pedagogical innovation, and organizational change.Empirical and conceptual manuscripts are welcome, as well as personal leadership narratives, reflective case studies, and conceptual papers that address, but are not limited to: Novel Approaches to STEM Faculty Leadership and Professional Development, Faculty Wellbeing, Leadership Development for STEM Faculty, Culturally Responsive Professional Development, Institutional and Departmental Change, Pedagogical Reform and Innovation, and Narratives of Leadership. Full Paper Submission Deadline: January 15, 2026
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
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
AMERICAN CHEMICAL SOCIETY, SOUTHEASTERN AND SOUTHWEST REGIONAL MEETING
October 26–29, 2025 | Orlando, FL
Call for Award Nominations Extension: ACS is proud to recognize achievements in chemistry. From achievements made by those in a lifelong career of chemical research, to those who pass on their knowledge and understanding to the next generation, ACS recognizes outstanding chemists for their devoted service to our field. Explore the award listing and nominate a colleague!! Explore the award listing and nominate a colleague!!
Registration for the 76th Southeastern and 81st Southwest Joint Regional Meeting of the American Chemical Society is open.
ACE Fellows Program: Shaping the Next Generation of Higher Education Leaders
Since 1965, the ACE Fellows Program has been the nation’s premier leadership development experience in higher education. The ACE Fellows Program offers an opportunity to step into the president’s office to shadow C-suite leaders and joining cabinet-and board-level meetings during placement experience, tackle mission-critical projects that shape the future of higher education, expand your network, build lifelong connections with mentors and peers nationwide, and transform your career to prepare for senior roles such as dean, provost, or president.
Key dates
Applications Open: October 1, 2025
Deadline for Application Submission: December 1, 2025
Interviews: January - February 2026
New Fellows Selected and Announced: April 2026
Virtual Orientation: July 2026
In-person Leadership Development Retreats: August 2026, January 2027, and June 2027
APA Early Career Service Grants
APA Committee on Early Career Psychologists (CECP) is pleased to announce their Early Career Service Grants. This year, CECP is excited to award grants that align with their strategic priorities. Awardees selected will be granted up to $1,500 each. Grants will be given to support the implementation of direct psychological services/programs that (1) are not eligible or likely to receive financial support from other funding agencies, and (2) are not likely to be delivered without the funding support. Examples of the type of services/programs CECP is seeking to support include, but in no way are limited to:
services that provide evidence-based training to community serving organizations,
mental health workshops,
professional development programs for community staff providers, and
programs that address the psychological needs of diverse communities.
Grants will be given to support the implementation of direct psychological services/programs that (1) are not eligible or likely to receive financial support from other funding agencies, and (2) are not likely to be delivered without the funding support.
Submission Deadline: October 28, 2025
NSF 23-624: RESEARCH ON INNOVATIVE TECHNOLOGIES FOR ENHANCED LEARNING (RITEL)
Program Solicitation: Supports early-stage research in emerging technologies for teaching and learning that respond to pressing needs in authentic (real-world) educational environments. RITEL supports future-oriented exploratory and synergistic research in emerging technologies (including, but not limited to, artificial intelligence (AI), robotics, and immersive or augmenting technologies) for teaching and learning.Research in this program should be informed by the convergence (synthesis) of multiple disciplines: e.g., learning sciences; discipline-based education research; computer and information science and engineering; design; and cognitive, behavioral, and social sciences. RITEL is unique in its requirement that projects must advance research in both learning (and/or teaching) and technology.
NSF has a mandate to broaden participation in science and engineering, as articulated and reaffirmed in law since 1950. Congress has charged NSF to "develop intellectual capital, both people and ideas, with particular emphasis on groups and regions that traditionally have not participated fully in science, mathematics, and engineering."
Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): November 4, 2025.
NSF 24-601: ADVANCING INFORMAL STEM LEARNING (AISL)
Program Solicitation: The Advancing Informal STEM Learning (AISL) Program is committed to funding research and practice, with continued focus on investigating a range of informal STEM learning (ISL) experiences and environments that make lifelong learning a reality. This program seeks proposals that center engagement, broadening participation, and belonging, and further the well-being of individuals and communities who have been and continue to be excluded, under-served, or underrepresented in STEM along several dimensions. The current solicitation encourages proposals from institutions and organizations that serve public audiences, and specifically focus on public engagement with and understanding of STEM, including community STEM; public participation in scientific research (PPSR); science communication; intergenerational STEM engagement; and STEM media.
Projects funded by AISL should contribute to research and practice that further illuminates informal STEM learning's role in engagement, broadening participation, and belonging in STEM; personal and educational success in STEM; advancing public engagement in scientific discovery; fostering interest in STEM careers; creating and enhancing the theoretical and empirical foundations for effective informal STEM learning; improving community vibrancy; and/or enhancing science communication and the public's engagement in and understanding of STEM and STEM processes.
The AISL Program funds five types of projects: (1) Synthesis; (2) Conference; (3) Partnership Development and Planning; (4) Integrating Research and Practice; and (5) Research in Support of Wide-reaching Public Engagement with STEM.
Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): January 14, 2026.
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 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
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 23-584: IUSE: Innovation in Two-Year College STEM Education (ITYC)
Program Solicitation: The ITYC program features two tracks: (1) A Focus on the Academic Experiences of Two-Year College Students and (2) Leveraging Two-Year College Strengths and Innovation. This program is open to two-year colleges, which include the following institutions, as described by Carnegie Classifications:
Associate's Colleges: Institutions at which the highest-level degree awarded is an associate's degree. This may include transfer as well as career and technical-oriented colleges.
Baccalaureate / Associates Colleges: Institutions that award at least one baccalaureate degree but confer at least 50% of their degrees at the associate level.
The twin goals of the ITYC program are to (1) center students in the effort to advance innovation and promote success in STEM education at two-year colleges, and (2) enhance the capacity of two-year colleges to harness the talent and potential of their student and faculty populations through innovative disciplinary, multi-department, and college-wide efforts. These goals will be achieved by investing in projects at two-year colleges that contribute to student success in STEM-based foundational courses and academic pathways for both majors and non-majors. Project activities may be in any discipline that is currently supported by NSF funding, which includes the social, behavioral, and economic sciences.
Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): December 10, 2025
NSF 23-510: Improving Undergraduate STEM Education: Directorate for STEM Education (IUSE: EDU)
Program Solicitation: The IUSE: EDU is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. The program is open to applications from all institutions of higher education and associated organizations. IUSE: EDU also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students, and projects that promote institutional partnerships for collaborative research and development.
The IUSE: EDU program promotes (1) Engaged Student Learning: the development, testing, and use of teaching practices and curricular innovations that will engage students and improve learning, persistence, and retention in STEM, and (2) Institutional and Community Transformation: the transformation of colleges and universities to implement and sustain highly effective STEM teaching and learning.
All projects supported by IUSE: EDU must:
Demonstrate a strong rationale for project objectives or incorporate and build on educational practices that are demonstrably effective
Contribute to the development of exemplary undergraduate STEM education
Add to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning
Measure project progress and achievement of project goals
Full Proposal Deadline(s) (due by 5 p.m. submitter's local time): January 20, 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.
BLACK WOMEN PODCASTS
Zora’s Daughters
I am NOT a podcast fan, but this is one of my favorites. The hosts are no longer producing new content, but wow, what they had spanned three years gave me a lot of food to chew on. At the time of the podcasts, the two hosts were doctoral students in Anthropology. No, not STEM, but what they talk about can be applied across all disciplines. I fully enjoyed “learning and unlearning” and know that you will, too.