LEADERSHIP TRAINING

Leadership Institute for Women and Gender-Diverse Leaders

December 2-3, 2025 | Greensboro, NC

The Credo + AAC&U Leadership Institute equips participants to lead more courageously, authentically, and effectively. It creates a leadership development space where the weight of patriarchal structures is just a little bit lighter than is typical across culture and society. The institute intentionally builds a community of exceptional leaders during this time of intense challenges in higher education. The 2025 Leadership Institute will focus on Sustaining Your Leadership Energy and include panel discussions, expert-led sessions, and space for peer conversation and reflection. The Leadership Institute is focused on developing leaders who identify as women and gender diverse. The institute is open to all higher education leaders regardless of gender identity. Registration is open.

EVENTS

NOBCCHE ANNUAL CONFERENCE

Flourishing in Scientific, Technical, and Academic Environments, September 22-25, 2025 | Atlanta, GA

The annual conference creates a venue for scientific dialogue through technical programming. It also provides a space for personal and professional development for students and early/mid-career professionals. The conference will be held at the Atlanta Hilton.

Registration is open.

AMERICAN CHEMICAL SOCIETY, SOUTHEASTERN AND SOUTHWEST REGIONAL MEETING

October 26–29, 2025 | Orlando, FL

The joint SERMACS and SWRM meeting “Chemistry in the Sunshine” is a combined conference for chemical professionals and students from the southeastern and southwestern regions of the United States. As this joint event there will be more opportunities for networking and scientific exchange. Advance Registration for the 76th Southeastern and 81st Southwest Joint Regional Meeting of the American Chemical Society is now open.

PUBLICATION & PRESENTATION OPPORTUNITIES (PPOs)

JOURNAL OF DIVERSITY IN HIGHER EDUCATION (JDHE) GENERAL CALL FOR PAPERS AND PRACTICE BRIEFS (no submission deadline)
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 short-form scholarly articles that provide 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, inspire colleagues, engage campus, governmental, and private sector leaders, and articulate culturally competent outcomes.

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.

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