NCORE invites you to help us address ongoing and emerging racial, ethnic, and sovereignty social justice issues pertaining to our institutional communities in the U.S. System of Higher Education. The next NCORE will be held in an online format June 7-11, 2021.
The call for presentations has closed but this page will remain active for reference.
- Call for Presentations Opens: November 16, 2020
- Call for Presentations Closes: January 11, 2021
- Selection Decision Notification: February 26, 2021
- Session Scheduling Notification: February 26, 2021
- Session Confirmation Deadline: March 31, 2021
- Alternate Notification: April 9, 2021
- You do not have to be registered for the conference in order to have your proposal reviewed. However, if you are selected to present, you must register at one of the registration rates. (Registration will open in 2021.)
- There is not a limit to the number of proposals you are allowed to submit.
- Presenters are required to comply with posted NCORE presentation guidelines which are being developed to assure the full participation and inclusion of those who attend and present sessions.
Because NCORE is comprehensive in scope, we are looking for presentations that accomplish one or all of the following key objectives:
- Discuss efforts to create inclusive higher education environments, programs, and curriculum; improve campus racial and ethnic relations; and/or expand opportunities for educational access and success by culturally diverse, traditionally underrepresented populations. These efforts may be specific or comprehensive in scope and either at a stage of development or be fully operational, developed, and advanced.
- Provide important insights, points-of-view, skills, tools, and strategies that stress action, solutions, implementation, and practical applications.
- Highlight exemplary actions, programs, approaches, and models.
- Facilitate constructive dialogue, interaction, understanding and action around significant issues or within/between significant conference constituencies, i.e. racial/ethnic groups, students, faculty, affirmative action officers, student life personnel or other occupational classifications, early and/or advanced professionals, various geographical regions, and different types of higher education institutions.
Suggested Areas of Emphasis
Contemporary Politics and its Impacts on Institutions, Targeted Identities, and Social Justice Work
Crises of Pandemic and its Impact on Institutions, Individuals and Social Justice Work
Disability Justice, Race and Education
Climate Justice, Environmental Movement, Environmental Racism and Sustainability
Race, Ethnicity, Sovereignty, Transnationalism, Power or Intersectional Identity:
• Theory to Praxis
• Institutional Efforts at Transformation
• Lesbian, Gay, Genderqueer, Bisexual, Transgender, Transsexual, Questioning, Intersex, Asexual, Ally
• Reflections in Activism and Organizing: Self-Work, Self-Care and How We Show Up and Remain Engaged
• Identity Development, Self-Work and Self-Care
• Practitioner Development, Self-Work & Self-Care, How We Show Up
• Identity Development, Intergroup Dialogue, Facilitation, Perspective Taking and Empathy
• Student Leadership, Organizing and Coalition Building
• Science, Technology, Engineering and Math (STEM)
• Reinventing Social Justice and Intercultural Communication through Language
• Socioeconomic Class
Religion, Faith, Spirituality, and Spiritual Practices Focus
The Roles, Contexts, and Challenges of Chief Diversity Officers
Strategies to Address Systemic and Structural Racism in Our Institutions
White Supremacist Ideologies on Campus: Challenges, Organizing, and Responses
Institutional Responses to Undocumented, DACAmented Students, and Mixed Status Families
Art and Activism: Identity and Community Exploration through Arts
Racial Trauma & Healing: Responses, Campus Support Strategies & Personal Practices
Organizing and Building Capacity for Alliances across Socially Constructed Difference / Intersectional Coalition Building
The Politics of Immigration on Conceptions of Race, Ethnicity, Sovereignty, Transnationalism, Power or Intersectional Identity in the U.S.
Student Led - Student Focused Conversations on Race, Ethnicity, Sovereignty, Transnationalism, Power, or Intersectional Identity
The Diverse and International Campus: People, Policies, Processes, and Curriculum
Race & Athletics
Required Information for Proposal Submission
A. Title of Presentation
B. Session Track of Proposal
- Chief Diversity Officer and Executive Leadership
- Faculty Interest and Needs: Research, Evaluation, Pedagogy and Application
- Global, Multicultural and Transnational Issues
- Human Resources: Administration and Staff Recruitment, Retention and Professional Development and Education
- Intersectionality, Identities and Discussions
- Race and Social Justice in Higher Education
- Student Affairs and Affiliated Professionals
- Student Interest and Engagement
- Ongoing Doctoral Research
All persons who are submitting proposal(s) for presentation are required to indicate from among ten possible categories the ONE category that most accurately characterized the predominant thrust of the proposal. These categories are used to assist conference participants in their selection of presentations to attend. The definitions of each category provided below:
- Theoretical Models: Sessions that focus on concepts, principles, ideas, theories, or ways of formulating apparent relationships or underlying principles of certain observed phenomena. Examples might include discussions of the intersection of race and class or the application of personal and political empowerment theories to ethnic consciousness building.
- Policy Issues: Sessions that focus on the design, adoption, implementation, and/or content of a set of governing principles, as well as related issues and decision-making processes. Examples might include campus racial harassment policies, affirmative action policies, or faculty retention and promotion policies.
- Long and Short-Range Planning: Sessions that treat and emphasize the formulation, content, and implementation of specific, tactical, strategic, or comprehensive plans. Examples might include institution wide or system wide diversity plans and/or departmental or program unit plans that include specific objectives, goals, and timelines.
- Case Studies/Model Programs: Sessions that describe and analyze the development, substance, and/or response to specific situations, incidents, and programs. Examples might include situations of campus bigotry-motivated violence, freshman orientation programs, faculty mentorship programs, or student recruitment and retention programs.
- Social Media Issues: Sessions focusing on the use of social media platforms to have conversations, raise awareness and organize people and actions on race, ethnicity, sovereignty, transnationalism, power and intersectional identity. Examples may include using social media to lead effective campaigns to make change, examining social media output around local or national events such as #Ferguson, #NotYourAsianSidekick, #NotAMascot, #BlackLivesMatter, and #SolidarityisforWhiteWomen, and/or the study of social media.
- Media Representations: Sessions that focus on the critical analysis and examination of media representations with respect to race, ethnicity, sovereignty, transnationalism, power and intersectional identity. Examples may include the analysis and examination of the misappropriation of Native American bodies and culture as mascots for athletics or representations of Arabs in media that draw upon negative stereotypes and tropes that foster damaging and dangerous relations among peoples.
- Experiential/Interactive Training: Sessions involving significant interaction between the facilitator(s) and session attendees and designed to result in growth and enhanced awareness through introspection, interaction, and experiential learning. Examples might include games, simulations, or other exercises or combination of exercises that are experiential and interactive in nature.
- Training of Trainers: Sessions designed to teach attendees how to become effective trainers in specific content areas or how to set up programs for developing effective trainers in these areas, with an emphasis on both the specific content required for effective training as well as training methods. Examples might include training for academic counselors or peer mentors, or the training of discussion or focus group leaders skilled in facilitating dialogue around diversity issues.
- Curricular/Pedagogical Models: Sessions that focus on the development and substance of specific course content in either required or optional courses, as well as in both credit and non-credit formats; or that focus on issues and styles of teaching and learning. Examples might include required multicultural course content, freshman orientation program content, faculty development programs linked to curricular change, techniques for teaching in a multicultural classroom, and sessions focusing on the learning styles of culturally diverse students.
- Research/Assessment/Evaluation: Sessions that report on the findings of specific studies or assessments and/or that treat issues relating to research and evaluation methodology. Examples might include studies of student retention and achievement, campus climate studies, research indicating the effects of multicultural course content on student attitudes, and other assessments that measure effects and/or outcomes of specific programs.
D. Level of Experience
Choose an appropriate level of experience for your audience at the conference. Choices include: Beginner, Intermediate, and Advanced.
- Beginner ‒ Beginner sessions are geared toward supporting the development of participants who are being introduced to the topic or focus of the session. Participants can be expected to have limited or no experience in the topic or focus area.
- Intermediate ‒ Intermediate sessions are geared toward supporting the development of participants who are expected to have a working knowledge of and experience with the topic or focus of the session.
- Advanced ‒ Intermediate sessions are geared toward supporting the development of participants who are expected to have a well-developed knowledge of and experience with the topic or focus of the session.
- All Levels ‒ Sessions focused on all levels are considered to be appropriate for participants of any level of knowledge or experience level with the topic or focus of the session.
E. Time Format Requested
- 90 minutes
- Three hours
Please have the names, city/state, credentials, email addresses, institution/company, and brief (500 words or less) bio ready for every presenter. You will not be able to submit your abstract until we have all required information indicated on the form.
Provide a session description of 200 words or less that clearly describes your proposed session. If your proposal is selected for presentation, this session description will be used on the conference website and in the conference program guide. The session abstract must contain a statement that begins with "This session should particularly benefit..." This sentence should be completed in such a way as to help conference participants with:
- Different Interests
- Knowledge/Experience Levels to better determine the scope and level of the session
Presenters are responsible for editing their own session abstract. The session abstract should be a clearly written finished piece that has been thoroughly checked for correct grammar and punctuation. The NCORE editor will only be responsible for delivering print-ready copy of the conference program to the publisher.
A Presentation Summary of not more than five type-written double-spaced pages in 12 pt font. Use this opportunity to indicate the larger context and purpose of the proposal and to provide additional information, such as rationale, background and/or historical information, linkage with related efforts and events, measures of effects and/or impact, etc.
Please provide a clearly stated purpose and objectives of this presentation. Please also list the learning outcomes, takeaways and/or actions that stem from attending this session.
Please indicate the accessibility needs of the presentation team.
To meet the accessibility requests of our participants, all presentation materials for selected presentations (slides, session handouts, etc.) must be provided to NCORE. Additional information is forthcoming.
Please email email@example.com with questions.