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1. Spaces and practices within university makerspaces

   Madison_Andrews; Audrey_Boklage (October 2023, IEEE)
2. University handprint framework: quantifying the positive impacts of university-led sustainability action research

   https://doi.org/10.1108/IJSHE-10-2024-0755  

   Burek, Jasmina; Smith, Alana Teresa; Winans, Kiara; Sonnert, Sophia; Granda_Marulanda, Nelson; Norris, Gregory (August 2025, International Journal of Sustainability in Higher Education)

   PurposeThis study aims to introduce the University Handprint Framework – a novel method for quantifying the external positive impacts (“handprints”) of sustainability actions undertaken by higher education institutions. It aims to fill a critical gap in current sustainability tracking systems by enabling universities to measure their contributions to societal and environmental outcomes beyond campus boundaries. Design/methodology/approachThe study presents a case study of a project-based sustainability course that partnered students with external organizations to implement climate-related solutions. The study calculated the university’s potential handprint associated with the course and informed the development of the University Handprint Framework. Data challenges, such as availability, tracking, attribution and double counting of emissions, were addressed in the method’s development to ensure methodological rigor. FindingsThis study results revealed that the course enabled partner organizations to reduce greenhouse gas emissions by an estimated 7.04E + 05 kg CO2-eq, which demonstrated a quantifiable, university-enabled carbon handprint beyond campus boundaries. Practical implicationsThe framework offers universities a practical tool to highlight their broader societal contributions and can inform policy, reporting and investment in sustainability education and research. Given universities’ pivotal role in research dissemination, sustainability education and climate change mitigation, showcasing these positive impacts is essential. Originality/valueThis is the first known framework tailored to higher education that enables structured quantification of both potential (ex ante) and realized (ex-post) handprints. It complements existing tools and adds a new dimension to sustainability planning and impact tracking in academia. 

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3. Undergraduate Data Science and Diversity at Purdue University

   https://doi.org/10.1145/3332186.3332202  

   Hillery, Elizabett; Ward, Mark Daniel; Rickus, Jenna; Younts, Alex; Smith, Preston; Adams, Eric (July 2019, Proceedings of the Practice and Experience in Advanced Research Computing on Rise of the Machines (learning) (PEARC ’19)
4. Centering and marginalization in introductory university physics classrooms

   https://doi.org/10.3389/feduc.2023.964699  

   Scherr, Rachel E; Hairston, W Tali; McKagan, Sarah B; Miller, Sophie (October 2023, Frontiers in Education)

   IntroductionResearch-based instructional strategies in physics promote active participation in collaborative activities as a primary means for students to construct understanding. Discussions of physics content are also negotiations of social relations. MethodsVideo analysis of small-group collaborative learning activities in introductory physics classrooms at three different universities, using situated learning theory analyses that include a critical consciousness lens. ResultsStudents’ ability to actively participate in sensemaking may be limited by their peripheral or marginalized position. Some people seem to be centered (or marginalized) for reasons other than the strength of their physics reasoning, and some people’s contributions are elevated (or neglected) for reasons other than their scientific merit. DiscussionSome of the behavioral patterns that we observe typify racialized and gendered interactions that are common in broader U.S. society. 

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5. Centering and marginalization in introductory university physics courses

   https://doi.org/10.1119/perc.2020.pr.Scherr  

   Scherr, Rachel E.; Hairston, W. Tali; McKagan, Sarah B. (September 2020, Physics Education Research Conference)

   Steven Wolf, Michael B. (Ed.)