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1. Academic Accomplices: Practical Strategies for Research Justice

   https://doi.org/10.1145/3301019.3320001  

   Asad, Mariam; Dombrowski, Lynn; Costanza-Chock, Sasha; Erete, Sheena; Harrington, Christina (June 2019, 2019 on Designing Interactive Systems Conference 2019 Companion)

   This workshop brings together folks currently or interested in becoming academic accomplices, or scholars committed to leveraging resources and power to support the justice work of their community collaborators. Academic accomplices are necessary for research justice-research that materially challenges inequity-and owe it to community partners to challenge underlying oppressive structure and practices as perpetuated through academic research. The goal of this workshop is to discuss concrete strategies for challenging oppression through research methodologies, physical or institutional resources, and/or pedagogy. This workshop will generate practical strategies for research justice for DIS and HCI scholars. 

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2. Towards Mutual Benefit: Reflecting on Artist Residencies as a Method for Collaboration in DIS

   https://doi.org/10.1145/3563703.3591452  

   Devendorf, Laura; Buechley, Leah; Howell, Noura; Jacobs, Jennifer; Kao, Cindy Hsin-Liu; Murer, Martin; Rosner, Daniela; Ross, Nica; Soden, Robert; Tso, Jared; et al (July 2023, DIS '23 Companion: Companion Publication of the 2023 ACM Designing Interactive Systems Conference)

   While cross-disciplinary collaboration continues to be a cornerstone of inventive work in interactive design, the infrastructures of academia, as well as barriers to participation imposed by our professional organizations, make collaboration between particular groups difficult. In this workshop, we will focus specifically on how artist residencies are addressing (or not addressing) the challenges that artists, craftspeople, and/or independent designers face when collaborating with researchers affiliated with DIS. By focusing on the question “what is mutual benefit?”, this workshop seeks to combine the perspectives of artists and academic researchers who collaborate with artists (through residencies or other forms of sustained collaboration) to (1) reflect on benefits or deficiencies in what the residency research model is currently doing and (2) generate resources for our community to effectively structure and evaluate our methods of collaboration with artists. Our hope is to provide recognition of the research contributions of artists and pathways for equitable inclusion of artists as a first step towards broader infrastructural change. 

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3. Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology

   https://doi.org/10.1002/sce.21772  

   Luehmann, April (November 2022, Science Education)

   This paper is an introduction to and a synthesis of three papers in this issue written by scholars deeply committed to partnering with communities to understand and enact what it means to realize transformational ends in and through science education. Partnering for justice must be a conversation, a work in progress, and a critical examination that leads to intentional and careful forward movement. It is a beautiful effort at flattening power hierarchies so diverse voices and expertise can be interwoven in service of youth and communities who have been invisibilized and marginalized. Committed to realizing new, hope-filled futures, the three pairs of authors use their experiences and expertise to shed light on the work of partnering using a temporal lens: considerations related to the beginnings, middles, and endings of partnering, each of which requires special intentionality and care. Together the authors share core overlapping tenets with other critical scholars that could be considered a partnering for justice epistemology. This epistemology underscores how importantly different learning through partnering for justice is from traditional notions of academic research. I close the paper by sharing lessons learned from my own 20-plus years of partnering for justice, using the tenets of partnering for justice epistemology as a lens. 

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4. An effective workshop on “How to be an Effective Mentor for Underrepresented STEM Trainees”

   https://doi.org/10.1093/femspd/ftac022  

   Marshall, Andrea G.; Vue, Zer; Palavicino-Maggio, Caroline B.; Neikirk, Kit; Beasley, Heather K.; Garza-Lopez, Edgar; Murray, Sandra A.; Martinez, Denise; Crabtree, Amber; Conley, Zachary C.; et al (June 2022, Pathogens and Disease)

   Abstract Despite an increase in programming to promote persons excluded by their ethnicity or race (PEER) scholars, minorities remain underrepresented in many STEM programs. The academic pipeline is largely leaky for underrepresented minority (URM) scholars due to a lack of effective mentorship. Many URM students experience microaggressions and discrimination from their mentors due to a lack of quality mentorship training. In this workshop, we provide a framework to show trainees what effective mentoring looks like. Mentees, especially URM trainees, can flourish in effective mentoring environments where they feel welcomed and can comfortably develop new ideas without feeling threatened by external factors. Effective mentoring environments provide motivational support, empathy, cultural competency, and training. This workshop explains facets of effective mentoring to students, as well as highlights to URM trainees why mentors can serve as valuable resources. 

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5. Catalyzing sustainable development: insights from the international workshop on STI policies and innovation systems in Central America

   https://doi.org/10.3389/frma.2024.1511393  

   Huete-Pérez, Jorge A; Hernández-Mondragón, Alma Cristal; Massey, Douglas S; Cumba_García, Luz M; Amadei, Bernard; De_León_Sautú, Nadia; Acosta, Maria L; Asensio, Omar Isaac; Boright, John; Cosgrove, Serena; et al (December 2024, Frontiers in Research Metrics and Analytics)

   This article examines the landscape of Science, Technology, and Innovation policies in Central America, focusing on Nicaragua, Guatemala, Honduras, and El Salvador. These nations face significant challenges in leveraging STI for sustainable development, including financial constraints and limited resources. Additionally, Central America struggles with systemic issues such as corruption, violence, and high levels of emigration, further complicating efforts to advance STI. A workshop organized by Georgetown University's Science Technology and International Affairs program brought together scholars to discuss STI policies, resulting in key recommendations. The article highlights critical challenges, including over-reliance on state funding, stagnant researcher numbers, and the pressing need for research diversification. It emphasizes the importance of youth engagement, leadership, and resilience in shaping effective STI policies. Recommendations include investing in science education, establishing governmental scientific advisory bodies, promoting research diversity, and addressing climate change through STI strategies. The findings provide valuable insights for scholars, policymakers, and international organizations working with less developed nations globally. 

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