The AISES National Conference Research Competition convenes Indigenous STEM professionals and students in a shared commitment to excellence, growth, and community. Judges evaluate student presentations using our Indigenous-centered Four Strands framework that recognizes the whole researcher through assessing their curiosity, connections, competencies, and commitment to making a difference.
Whether you’re considering serving as a judge presenting your research, this page will give you a quick overview of how our evaluation works and what to expect during the conference. For a complete overview, please review the Research Competition Policies and Procedures (PDF).
Our Evaluation Framework
We use an Indigenous-centered Four Strands framework that evaluates the whole researcher: their Interest in STEM (curiosity and passion for discovery), Engagement & Belonging (identity and connections to communities), STEM Competencies & Confidence (research skills and self-assurance), and Future Intentions (commitment to continued engagement and impact).
The process: Students present their research via oral presentations (10 min + 5 min Q&A) or posters. Each presentation is evaluated by 2-3 judges who score all four strands. Awards recognize the highest-scoring presentations in each career level and category.
Judging Logistics
When & Where
October 15-16, 2026 | AISES National Conference | Portland, OR
Judge Eligibility
Indigenous STEM professionals, allied professionals, faculty, postdoctoral researchers, and advanced graduate students. All judges receive complimentary conference registration.
Time Commitment
Approximately 4-6 hours over two days. Judges are assigned to specific sessions based on expertise and availability.
Awards Announcement
Saturday, October 17, 2026
Apply to Be a Judge
View Research Competition Policies and Procedures (PDF)
For Student Presenters
- How will my presentation be judged?
Judges use the AISES Four Strands framework to evaluate your work holistically. They assess your Interest in STEM (your curiosity and passion), Engagement & Belonging (how you connected with community partners and with the field), STEM Competencies & Confidence (skills you developed and your growth), and Future Intentions (your concrete plans for STEM, leadership, or community service).
A complete rubric is available in the Research Competition Policies and Procedures (PDF).
- What should I include in my presentation that wasn’t in my abstract?
Your presentation should show your research in action. Go deeper on: (1) how you actually built trust with community partners, (2) the specific skills you developed and how you know you developed them, (3) what surprised or changed you along the way, and (4) your detailed plans for sharing findings back with your community.
Use visuals, data, quotes from collaborators, and personal reflection to bring your research to life.
- Do I need to have worked directly with a community to be competitive?
Strong presentations honor the interconnection between researcher, community, and work. You are not separate from your research. Your experiences, relationships, and standpoint shape the work and whom it serves. This might mean you're researching issues affecting your own community (water quality on your reservation, language preservation, health challenges in your neighborhood, barriers your peers face). It might mean working in partnership with communities whose knowledge guides your research. Or it might mean contributing knowledge that serves broader communities. Making these relationships visible demonstrates the relational accountability central to Indigenous research.
- What happens after I present? How are winners chosen?
All presentations are evaluated on the Four Strands rubric. The highest-scoring presentations in each educational level (middle school, high school, undergraduate, graduate) and each category (oral / poster) are recognized as award winners and will be recognized on Saturday, October 17 at the AISES National Conference. You will also have the opportunity to network with STEM professionals and other Indigenous researchers.
For Judges
- Who can serve as a judge and how do I sign up?
We invite Indigenous and allied STEM professionals, faculty, postdoctoral researchers, and advanced graduate students with relevant expertise. Judges are matched to presentations based on field expertise, career stage familiarity, and community impact category knowledge.
Apply through our volunteer platform by September 1. Selected judges will receive:
- Step-by-step setup instructions for judging platform and conference registration
- Training materials and complete rubric
- Complimentary conference registration code
The application and setup process takes approximately 15-20 minutes total.
- Do I need special training or preparation to judge student presentations?
Yes, all judges will receive a brief orientation at the conference that covers: the Four Strands framework, how to apply the rubric, what counts as evidence of each strand, and how AISES values shape evaluation. You will also receive judging guidelines and the complete rubric in advance. If you have questions before the conference, contact research@aises.org.
Most judges find the framework intuitive. It aligns with what good research should be: purposeful, collaborative, skillful, and growth-oriented.
- How do I weigh positionality and community partnership against technical STEM skills?
All four strands are equally important and interconnected. There's no hierarchy between technical excellence and community connection. Students demonstrate different strengths: some have sophisticated technical skills and are building community relationships; others have deep community roots and are developing technical expertise. Both bodies of knowledge are valuable. Judges assess whether students show growth and authenticity in each area and can articulate their journey across all four strands.
A student who understands why their work matters to a community is often more compelling than one with perfect data but unclear purpose.
- What should I look for if a student didn’t work directly with a community?
Individual or lab-based research still demonstrates relational accountability through different pathways.
Assess whether the student shows:
- Clarity of purpose: Who will benefit from this work, and how?
- Evidence of growth: What did the student learn about themselves as a researcher?
- Connections to STEM community: Did they work with mentors, labs, or peers?
- Future accountability: Do they have concrete plans to share findings or apply results?
Relational accountability is about intentionality toward impact and connection, not about requiring a formal community partner.
