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1. Mid-Career Workshop: Empowering Women in the Learning Sciences

   Teasley, S. D. (January 2019, Computersupported collaborative learning)

   The 2019 Mid-Career Workshop has refocused its conference-related activities to serve as community-building opportunity for those who have achieved tenure or a related professional milestone (e.g., learning scientists with positions in industry, non-profits, museums, and other learning-oriented organizations). Organized and facilitated by senior scholars, this pre-conference session will cover a diverse array of topics of concern to the mid-career community in parallel break-out sessions of approximately 30 minutes each. Participants can rotate through multiple break-out sessions. 

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2. CCERS STEM + C – Emphasis on the Professional Learning of the Classroom Teachers – Expansion of the Pillar

   https://doi.org/10.5430/jct.v11n4p210  

   Birney, Lauren; McNamara, Denise M. (April 2022, Journal of Curriculum and Teaching)

   This qualitative study chronicles one of the fundamental pillars of the Curriculum and Community Enterprise for Restoration Science (CCERS). The professional development is focused on curricula that are grounded in the community-based environmental restoration of the waterways of New York Harbor. Centered on the restoration of the native oyster population, hundreds of New York City public school teachers take part in this experience with the intent of increasing their own place-based pedagogical content knowledge and skills. Most of the participants teach in school with populations that are underrepresented in post-secondary STEM majors and STEM related careers. Professional learning activities for teachers and community scientists were offered throughout the 2021 calendar year. Professional Learning Activity Surveys were administered and teachers responded to questions about how they participated in CCERS events, the ways in which CCERS participation has impacted their teaching practice, whether they use CCERS activities for student research, and ways CCERS participation impacts student STEM career interest. An intended outcome is to instill a STEM identity in students identifying as URM and to bring STEM career awareness to these students. More than 72% of the teachers in the professional development sessions agreed that the professional learning activities were effective in providing new STEM content knowledge and best practices for teaching. The majority also reported that the sessions enabled them to increase their students’ engagement with STEM and interest in STEM careers. 

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3. Summary report from the mini-conference on workforce development through research-based, plasma-focused activities

   https://doi.org/10.1063/5.0144847  

   Kostadinova, Evdokiya G.; Greco, Shannon; Murdock, Maajida; Barraza-Valdez, Ernesto; Hasson, Hannah R.; West-Abdallah, Imani Z.; Harper, Cheryl A.; Brown, Katrina; Scime, Earl; Dollar, Franklin; et al (June 2023, Physics of Plasmas)

   This report is a summary of the mini-conference on Workforce Development Through Research-Based, Plasma-Focused Science Education and Public Engagement held during the 2022 American Physical Society Division of Plasma Physics annual meeting. The motivation for organizing this mini-conference originates from recent studies and community-based reports highlighting important issues with the current state of the plasma workforce. Here, we summarize the main findings presented in the two speaker sessions of the mini-conference, the challenges, and recommendations identified in the discussion sessions and the results from a post-conference survey. We further provide information on initiatives and studies presented at the mini-conference, along with references to further resources. 

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4. NSF INCLUDES Conference: Advancing the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields: Conference Proceedings

   Zatz, Marjorie S.; Gates, Ann Q.; Santiago, Deborah (July 2017, NSF INCLUDES Conference: Advancing the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields:)

   The 2017 NSF INCLUDES “Conference to Advance the Collective Impact of Retention and Continuation Strategies for Hispanics and Other Underrepresented Minorities in STEM Fields” was held at the Kellogg Conference Center on the Gallaudet University campus in Washington, D.C., on March 6-8th, 2017. The conference brought together 74 researchers, higher education administrators, industry representatives, members of professional societies, and other community members from regions across the United States. Participants shared their experiences and expertise in broadening participation in STEM fields and in identifying strategies to improve outcomes for Hispanics, women, and other underrepresented groups in STEM fields. Panels focused on lessons learned about collective impact, the K-12 pipeline to college and the importance of community, Latino student success in two-year institutions, increasing Latino retention in undergraduate STEM programs, recruitment of highly competitive Latinos and other underrepresented minorities into graduate schools and strategies for successful completion of graduate studies, and industry partnerships to identify a diverse workforce. Panel and keynote presentations focused on evidence-based knowledge, leveraging findings from disciplinary and interdisciplinary fields and from differing types of institutions and educational levels to determine whether strategies identified can yield large-scale progress towards INCLUDES goals. In addition, small breakout sessions offered opportunities for attendees to share their ideas on (1) lessons learned from collective impact projects; (2) obstacles confronting students at various points and in different sectors of the education, career, and industry STEM pathways; and (3) best practices for overcoming barriers and ensuring that the strategies identified would be successful in different contexts. 

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5. NASC: bringing together supramolecular chemists from across North America

   https://doi.org/10.1080/10610278.2023.2178724  

   Busschaert, Nathalie; García-López, Víctor; Ke, Chenfeng; McGuirk, C Michael; Shimizu, Linda S; Gerthoffer, Margaret C; Bhattacharjee, Nabarupa (January 2022, Supramolecular Chemistry)

   Early-career scientists need opportunities to present their research and to network. Within the supramolecular chemistry community, local conferences that provide such opportunities have arisen over the last few decades. However, a suitable conference in North America was still missing. In 2022, we therefore organized the first North American Supramolecular Chemistry (NASC) meeting to bring together supramolecular chemists from across the continent and to provide career building opportunities for PhD students and postdocs. For this Conference Proceeding, we asked some of the invited speakers, as well as the winners of the best talk prizes, to provide their opinion of the meeting and their vision on the future of supramolecular chemistry in North America. 

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