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Early College Folio: Call for Submissions

"A Growth MindSTEM for Next Gen"


Early College Folio is currently seeking submissions for Volume 3, Issue 1, titled “A Growth MindSTEM for Next Gen.”

Early college is grounded in the belief that students should be able to follow their academic interests based not on age, but on ability and readiness. It has made positive changes by increasing access and opportunities for young people, but access alone does not transform attitudes and approaches to teaching and learning in all disciplines.

Although positive changes are happening within curriculum and pedagogies in STEM disciplines across the globe, there is too often a fixed mindset that STEM disciplines are objective, rigid, and elite. This makes STEM appear lacking in humanity and creativity, thus limiting engagement with these disciplines to those who identify with these dominant attitudes.

We invite scholars of Chemistry, Physics, Computer Science, Statistics, Environmental Science, and more to help us change the conversation in this issue of Early College Folio. We are looking for pieces that may address the following or similar prompts.

  • Tell us more about what STEMinism (STEM+feminism) means to you and how this philosophy informs your teaching and mentoring practices.
  • Give us examples of how anti-racism influences your lessons and assignments.
  • How are you queering your practice of STEM education?
  • In what non-traditional ways do you assess that your students are thinking like a scientist/mathematician/engineer?
  • How have you invited “humanity” into your classroom?
  • How do you scaffold an inquiry mindset? In what ways do you foster problem-solving skills?
  • What evidence is there that your assignment/lesson designs are “successful”? Or, what went “wrong” and how do you plan to improve for next time?
  • In what ways have you demonstrated to your students and mentees that they can be scientists/mathematicians/engineers too?
  • If you do research with students, what is your advice for transitioning them from classroom learning to conducting research? Which of your methods do you recommend and why?
  • Address how being at an early college has impacted your teaching and advising.

These are only some of the ways we can demonstrate to the world that STEM scholars are diligently evolving their fields, inside and outside our classrooms within our institutions.

Please share your intent to submit along with a brief abstract to the editors by emailing by September 1st, 2023.

All perspectives are welcome: administrators, faculty, librarians, student life staff, registrars, medical/health services, etc. Please submit materials to the journal by creating a Digital Commons account through the "Submit Article" button on the website. For questions or other submission needs Digital Commons cannot accommodate, please contact Formal essays and articles are encouraged, but the editors are also interested in considering experimental formats. Options may include:

  • 3,000- to 7,000-word longer-form essays/articles
  • 1,000- to 3,000-word shorter-form pieces
  • Creative content: poetry, fiction
  • Pedagogical reflection upon collaborating on work created with students
  • Interviews/curated conversations
  • Letters to the editors and op-eds
  • Data sets and data visualizations
  • Podcast episodes
  • Short film

Recurring sections for which the journal is also accepting submissions include:

  • Signature lesson plans and scripts
  • Upcoming events
  • Early College in the news
  • Publication announcements (alumni, current and former faculty)
  • Book reviews and excerpts
Submit to the Journal


If you are interested in serving as a peer reviewer, guest editor, or as a member of the advisory board for the journal and/or ECRI, please contact We hope to engage those with ties to early college or who have expertise in the following fields: publishing, libraries and archives, education, and administration.