The spring of 2020 marked a change in how almost everyone conducted their personal and professional lives, both within science, technology, engineering, mathematics, and medicine (STEMM) and beyond. The COVID-19 pandemic disrupted global scientific conferences and individual laboratories and required people to find space in their homes from which to work. It blurred the boundaries between work and non-work, infusing ambiguity into everyday activities. While adaptations that allowed people to connect became more common, the evidence available at the end of 2020 suggests that the disruptions caused by the COVID-19 pandemic endangered the engagement, experience, and retention of women in academic STEMM, and may roll back some of the achievement gains made by women in the academy to date. The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine identifies, names, and documents how the COVID-19 pandemic disrupted the careers of women in academic STEMM during the initial 9-month period since March 2020 and considers how these disruptions - both positive and negative - might shape future progress for women. This publication builds on the 2020 report Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine to develop a comprehensive understanding of the nuanced ways these disruptions have manifested. The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine will inform the academic community as it emerges from the pandemic to mitigate any long-term negative consequences for the continued advancement of women in the academic STEMM workforce and build on the adaptations and opportunities that have emerged. Table of Contents Front Matter Summary 1 Introduction 2 October 2020 Women in STEMM Faculty Survey on Work-Life Effects of the COVID-19 Pandemic 3 Academic Productivity and Institutional Responses 4 Work-Life Boundaries and Gendered Divisions of Labor 5 Collaboration, Networks, and Role of Professional Organizations 6 Academic Leadership and Decision-Making 7 Mental Health and Well-being 8 Major Findings and Research Questions Glossary References Appendix A: Literature Review Terms and Survey Methodology for "Boundaryless Work: The Impact of COVID-19 on Work-Life Boundary Management, Integration, and Gendered Divisions of Labor for Academic Women in STEMM," by Ellen Ernst Kossek, Tammy D. Allen, and Tracy L. Dumas Appendix B: Methodology and Data Sources for the "Academic STEMM Labor Market, Productivity, and Institutional Responses," by Felicia A. Jefferson, Matthew T. Hora, Sabrina L. Pickens, and Hal Salzman Appendix C: Material Selection Process for "The Impact of COVID-19 on Collaboration, Mentorship and Sponsorship, and Role of Networks and Professional Organizations," by Misty Heggeness and Rochelle Williams Appendix D: Committee Biographies

Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members. Table of Contents Front Matter Summary 1 Introduction: Why Does Mentoring Matter? 2 The Science of Mentoring Relationships: What Is Mentorship? 3 Mentoring Underrepresented Students in STEMM: Why Do Identities Matter? 4 Mentorship Structures: What Forms Does Mentorship Take? 5 Mentorship Behaviors and Education: How Can Effective Mentorship Develop? 6 Assessment and Evaluation: What Can Be Measured in Mentorship, and How? 7 Individuals, Relationships, and Institutional Responsibility: How Can Institutional Culture Better Support Mentorship? 8 Findings and Recommendations References Appendix A: Glossary Appendix B: A Selection of STEMM Intervention Programs that Include Mentoring Experiences Appendix C: Listening Sessions and Workshops Information Appendix D: Committee and Staff Biographies

Students, parents, and government agencies need as much information as possible about the outcomes of the higher education experience and the extent to which they can expect a fair return on their investment in higher education.In order to better understand the concept of quality - enabling students to acquire knowledge in a variety of disciplines and deep knowledge in at least one discipline, as well as to develop a range of skills and habits of mind that prepare them for career success, engaged citizenship, intercultural competence, social responsibility, and continued intellectual growth - an ad hoc planning committee of the National Academies of Sciences, Engineering, and Medicine Board on Higher Education and Workforce, with funding from the Lumina Foundation, organized a workshop in Washington, D.C., on December 14-15, 2015.This report summarizes the presentations and discussion of that event. Table of Contents Front Matter 1 Introduction 2 Defining Quality 3 Improving Quality 4 Measuring and Communicating Quality 5 Suggested Actions Appendixes Appendix A: Workshop Agenda Appendix B: Quality in the Undergraduate Experience - A Discussion Document Appendix C: Defining and Measuring Institutional Quality in Higher Education Appendix D: Planning Committee and Staff Biographies