The Inclusive Graduate Education Network (IGEN) will host the first IGEN Open House on June 9, 2022 4–5pm ET. During this meeting, attendees will be able to connect with IGEN Partners from across the country.
The IGEN Open House will be an opportunity for interested partner societies to learn about IGEN, potential ways to partner with the project and to ask questions.
This Holistic Admissions and Recruitment Institute will feature three online workshops covering fundamentals, strategies, and recruitment for an equity-based holistic admissions process. These workshops will be tailored for faculty from STEM departments affiliated with the Inclusive Graduate Education Network (IGEN).
Through our partnership with the Inclusive Graduate Education Network, an NSF INCLUDES Alliance, we are holding a five-part workshop series that focuses on the development of social-emotional competencies that are essential for success in graduate education and future career performance. Workshops suitable for students and faculty.
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The Inclusive Graduate Education Network (IGEN) will host the third joint IGEN Bridge Department Collaborators Meeting in Spring 2022. During this meeting, attendees will be able to connect with Bridge Department collaborators from the geosciences, physics and the chemical sciences.
Quarterly Virtual Journal Club on Monday, March 7th at 12pmPT/ 3pmET. This meeting will address the climate of bridge programs and how to support a strong sense of belonging for minoritized students. We are excited to discuss the article: “Graduate Bridge Programs as Nepantla for Minoritized Students in STEM: Navigating Challenges With Non-Bridge Peers and Faculty” by Raúl Gamez and colleagues.
This meeting will report on the growing base of evidence that holistic review promotes equity in graduate education through a discussion of the article: “Reimagining Merit and Representation: Promoting Equity and Reducing Bias in GME Through Holistic Review” by Barcelo and colleagues.
The IGEN National Meeting provides an opportunity for organizations and individuals dedicated to advancing equity for Black, Latinx and Indigenous students in STEM graduate education to share ideas, learn together and develop/strengthen their networks.
Virtual Journal Clubs (VJCs) are quarterly gatherings that break down research studies and social theories that are relevant to equity in graduate education, with attention to practical implications.
To shed light on the racialized recruitment experiences of Black students, we will examine how race and racism relate to doctoral student recruitment, and develop our understanding of equity-advancing recruitment practices.
We will shed light on the racialized experiences of Black and Latinx students, develop our understanding of the Critical Race Theory by examining issues of race and racism as they relate to power and privilege within higher education and assessing inequities in under-represented communities’ experiences.
Reliance on metrics that do not predict PhD completion very well but have large score gaps for different demographic groups works against both the fairness of admissions practices and the health of physics as a discipline.
The authors discuss the challenge of implementing change in STEM higher education, specifically focusing on practitioners’ theories of change as a potential barrier. In particular, the authors address the issue of how change agents’ implicit theories of change impacts their ability to implement change processes.
