]. The course had3 main learning objectives: (1) Identify and analyze the interdependencies of gender, diversity,culture, and engineering, using a variety of methods; (2) Connect issues relating to gender,diversity, and culture to students' experiences in college and future workplace experiences; and(3) Envision new engineering processes, practices, and cultures that reflect expandedperspectives on gender, diversity, and intersectional identities [10].This course was developed over a multi-year period and first launched at Stanford in the 2015-16academic year, in partnership with Aachen University in Germany. The first course was taughtsynchronously at both sites and students worked on cross-Atlantic project teams. A total of 20Stanford students
is definitely women doing the most work though, at least trying to hold it to ahigher standard. And, I’m not saying, I have worked with guys in my group that do want tohold it to a higher standard, but this might just be because there’s been more men in my groupthan women. But as much as the men are like being lazy or won’t show up to groups or thingslike that, but the women are always, there always trying to do the best work, always takingover the other sections that people forget about.”In interpreting peer microaggressions some Black students noted that for many students in theCollege, they served as their one “Black friend.” One student stated: “… a lot of our peers haven’t been exposed to black people throughout their