\documentclass[10pt]{article}

\usepackage{fullpage}
\usepackage{setspace}
\usepackage{parskip}
\usepackage{titlesec}
\usepackage[section]{placeins}
\usepackage{xcolor}
\usepackage{breakcites}
\usepackage{lineno}
\usepackage{hyphenat}





\PassOptionsToPackage{hyphens}{url}
\usepackage[colorlinks = true,
            linkcolor = blue,
            urlcolor  = blue,
            citecolor = blue,
            anchorcolor = blue]{hyperref}
\usepackage{etoolbox}
\makeatletter
\patchcmd\@combinedblfloats{\box\@outputbox}{\unvbox\@outputbox}{}{%
  \errmessage{\noexpand\@combinedblfloats could not be patched}%
}%
\makeatother


\usepackage{natbib}




\renewenvironment{abstract}
  {{\bfseries\noindent{\abstractname}\par\nobreak}\footnotesize}
  {\bigskip}

\titlespacing{\section}{0pt}{*3}{*1}
\titlespacing{\subsection}{0pt}{*2}{*0.5}
\titlespacing{\subsubsection}{0pt}{*1.5}{0pt}


\usepackage{authblk}


\usepackage{graphicx}
\usepackage[space]{grffile}
\usepackage{latexsym}
\usepackage{textcomp}
\usepackage{longtable}
\usepackage{tabulary}
\usepackage{booktabs,array,multirow}
\usepackage{amsfonts,amsmath,amssymb}
\providecommand\citet{\cite}
\providecommand\citep{\cite}
\providecommand\citealt{\cite}
% You can conditionalize code for latexml or normal latex using this.
\newif\iflatexml\latexmlfalse
\providecommand{\tightlist}{\setlength{\itemsep}{0pt}\setlength{\parskip}{0pt}}%

\AtBeginDocument{\DeclareGraphicsExtensions{.pdf,.PDF,.eps,.EPS,.png,.PNG,.tif,.TIF,.jpg,.JPG,.jpeg,.JPEG}}

\usepackage[utf8]{inputenc}
\usepackage[english]{babel}



\usepackage{float}








\begin{document}

\title{Teaching the Socially-Situated Nature of Climate Change Science in
Technical STEM Courses: A Hurricane Katrina Case Study}



\author[1]{Aramati Casper}%
\author[1]{Atadero Rebecca}%
\author[1]{Tom Siller}%
\affil[1]{Colorado State University}%


\vspace{-1em}



  
  \date{May 04, 2024}


\begingroup
\let\center\flushleft
\let\endcenter\endflushleft
\maketitle
\endgroup





\selectlanguage{english}
\begin{abstract}
To address climate change, social issues need to be integrated in
geoscience-related STEM research and curriculum. However, social issues
are often ignored in STEM fields, even though STEM practices are usually
implicitly rooted in inequitable values and practices. A previous study
showed that some students do not see the relevance of diversity, equity,
and inclusion (DEI) activities when they are presented as separate from
technical content, and some students argued that social content was
irrelevant or inappropriate in a technical STEM course. Some engineering
faculty have identified the lack of curriculum as a barrier to
integrating the socially embedded nature of STEM into their introductory
courses. Therefore, we developed a case that addresses social issues
such as race, class, and gender in relationship to the social and
environmental characteristics of New Orleans and its built environment.
The case shows how marginalized people, who have been historically and
systemic discriminated against, suffered the greatest losses under the
impacts of climate-change driven Hurricane Katrina. The case uses
student-centered learning strategies, is applicable for use in a range
of courses, including many geoscience courses, and will be publicly
available. In Fall 2019 the case will be taught in two first year
undergraduate civil and environmental engineering courses (n [?]120) at a
R1 university. Coursework from the case will be analyzed using
Qualitative Content Analysis, which distills responses into categories
and themes that characterize both commonalities and differences. While
we do not yet have results, results will be presented at AGU. Our
results will provide insight into the effectiveness of our case study as
an intervention as well as challenges and successes in implementation,
which may help others implement this or other similar activities. More
broadly, our intervention demonstrates one way of integrating content
more commonly found in interdisciplinary courses into technical,
disciplinary-focuses courses. Our study will provide insight into how
students respond when DEI and technical content are interconnected,
helping further our ability to prepare students in a range of
geoscience-related courses to respond to the challenges of climate
change through an equity and justice-oriented lens.%
\end{abstract}%



\sloppy




\selectlanguage{english}
\FloatBarrier
\end{document}

