NCORE 2022 Call for Posters
NCORE invites you to share in our efforts to address important ongoing and emerging racial and ethnic social justice issues pertaining to our institutional communities in the U.S. system of higher education.
- Submission Deadline: January 31, 2022
- Poster Session Acceptance Notification: February 25, 2022
We are developing the 34th Annual National Conference on Race and Ethnicity in Higher Education and are looking specifically for poster presentations that address suggested areas of emphasis, which are listed below.
Suggested Areas of Emphasis
Race, Ethnicity, Sovereignty, Transnationalism, Immigration, Power or Intersectional Identity
- Theory to Praxis
- Institutional Efforts at Transformation
- Lesbian, Gay, Genderqueer, Bisexual, Transgender, Transsexual, Questioning, Intersex, Asexual, Ally
- Ability Issues; Deaf Identity and Culture
- Identity Development, Self-Work and Self-Care
- Practitioner Development, Self-Work and Self-Care, How We Show Up
- Intergroup Dialogue, Intergroup Facilitation, Perspective Taking and Empathy
- The Environment, Sustainability, Environmental Justice
- Student Leadership, Organizing and Coalition Building
- Science, Technology, Engineering and Math (STEM)
- Body Arts, Visual Arts and Performing Arts
- Reinventing Language
- Socioeconomic Class
- Collegiate Athletics
The Roles, Contexts, and Challenges of Chief Diversity Officers
Ethnic Studies as a Social Justice Curriculum and Related Politics
Organizing and Building Capacity for Alliances across Socially-Constructed Difference
Social Media Conversations on Race, Ethnicity, Sovereignty, Transnationalism, Power, or Intersectional Identity
The Politics of Immigration on Conceptions of Race, Ethnicity, Sovereignty, Transnationalism, Power, or Intersectional Identity in the U.S.
Best Practices from the Field in Supporting Undocumented Students and DACA Students
Poster Session Format
The NCORE visual presentation format is an interactive presentation format where participants display their work using creative posters, digital slides, and other media with the goal of engaging conversation with other scholars in attendance. While many will choose to display posters, presenters are invited to use a unique presentation format that best fits the originality of their research and presentation style.
Designated Wandering Scholars, Student Affairs Discussants and other NCORE participants will interact with presenters and provide constructive feedback on projects.
Should your work be selected and scheduled for a visual presentation session, presenters will be asked to prepare talking points and be familiar enough with various aspects of their project to have an informal conversation with attendees.
There is no need to prepare a formal presentation. Attendees will walk and browse through the presentations and will spend a few minutes at each one. The more interactive you are and the more unique your display materials, the more likely attendees will stop and learn about your research. Be spontaneous! This is an opportunity to have unique conversations about your work with a variety of NCORE scholars and professionals.
At the conference, all poster presenters will be provided with a Trifold Poster Board that is 36” tall x 48” wide (the center piece is 24”) onto which presentation materials may be attached. Further directions and instructions will be given to those whose presentations are selected. [Please note that the session room will not have electrical outlets for your use, you will need to use self-contained presentation hardware such as your own fully-charged laptop].
Required Information for Poster Proposal Submission
Part One: General Information about the Poster Presentation
- Title of Poster Presentation
- 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
- Category - All persons who are submitting proposal(s) for presentation are required to indicate from among 10 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.
- Level of Experience ‒ Choose an appropriate level of experience for your audience at the conference. Choices include: Novice, 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.
Part Two: Presenter(s) Information
Please have the names, city/state, credentials, e-mail addresses, institution/company, and brief (150 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.
Part Three: Poster Description
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, and
- Knowledge/experience levels to better determine the scope and level of the session.
Important Notice: 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.
Part Four: Poster Presentation Summary
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.
Part Five: Relevant Supporting Documentation
Attach documentation deemed appropriate, i.e., actual plans, reports, survey instruments, brochures, evaluations, sample curricula, etc. This information should provide further insight into the scope, quality, and effectiveness of the effort(s) to be discussed in the proposed session.
Please be advised NCORE might request your assistance in augmenting your presentation based on any accessibility requests of our participants. NCORE will monitor requests and reach out to poster presenters accordingly.
Please email firstname.lastname@example.org with questions.
- Summarize research studies and findings
- Summarize theoretically framed research applications in projects, programs and interventions
- Present research based assessment instruments
- 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 solutions, implementation, and practical applications.
- Highlight exemplary programs, approaches, and models.