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The Living Physics Portal (the Portal), an online, open-source environment, was developed by a user-centered design process to support physics faculty in finding, sharing and adapting curricular materials for interdisciplinary college physics courses. Unlike other digital libraries, community-building activities are central to the design and functioning of the Portal, so users have opportunities to engage in discussions and collaborative development of resources. First, Portal design re-envisions college physics teaching as a collaborative and community-oriented endeavor. Second, the Portal design explicitly acknowledges physics faculty’s expertise in curriculum development. Third, Portal community activities and artifacts rely on users and participants to move forward with design, creating opportunities for physics faculty to substantially influence the future of the project. We report on details and purposes of the design, as well as empirical evaluation plans around its effectiveness. 

As members of the student-initiated and student-led Women in Physics (WiP) organization (now called “Physicists of Underrepresented Genders”) in the Department of Physics at the University of Maryland College Park, we describe a mentoring program that started in 2012. The WiP group prioritizes creating a welcoming social environment for women and gender-diverse members of the physics community, as well as opportunities to network and learn about academic and career development. Each year, the long-standing mentoring program pairs interested undergraduates with graduate student or postdoc volunteers. Mentor-mentee matches commit to meeting for the academic year, but pairs often continue in following years and even after leaving the university. The WiP student organization leaders encourage pairs to meet at least three times during a 12-week semester, and group activities are organized to support this goal. Brief surveys completed by participants over the years have enabled the WiP leadership to assess and improve the program iteratively. In-depth reflections from one recent mentor-mentee pair provide insight on key elements that may have been the most beneficial to participants. Mentor-mentee interactions shifted to a virtual, long-distance environment during the COVID-19 pandemic. Implications for starting or maintaining mentoring programs for women in physics are discussed. 

The past few years have brought a reckoning to the United States, as awareness of our country’s injustices dramatically increased, elevating international movements for equity. Although the road to equity remains long, the United States delegation was inspired to highlight a few women's stories showcasing their success in physics as well as their struggles. We aim to elevate their accomplishments, knowing we cannot possibly highlight all the amazing stories, to further validate and support women’s importance in physics. Physicists are presented in three main categories: (1) Legacy: Women in physics who have made their mark (no longer active, retired, or deceased); (2) Active: Women who are making their mark now (already established in the field, mid-career to senior); and (3) Emerging: Women who are primed to make their mark in the future (current students and postdocs or early career).