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The double star system WDS 22267+4433 ES 1346 AC was observed using the Las Cumbres Global Telescope Network (LCOGT) 0.4 meter telescope on October 19th, 2023. Upon observation, the position angle was 359.97° and the separation was 7.997″. This data was compared to historical data acquired from the Washington Double Star Catalog, the US Naval Observatory, and the Gaia Database. Because Gaia DR3 does not have parallax and proper motion values for the primary or secondary stars of this system, a comparison to the C component could not be made. 

Node-Kayles is an impartial game played on a simple graph. The Sprague-Grundy theorem states that every impartial game is associated with a nonnegative integer value called a Nimber. This paper studies the Nimber sequences of various families of graphs, including 3-paths, lattice graphs, prism graphs, chained cliques, linked cliques, linked cycles, linked diamonds, hypercubes, and generalized Petersen graphs. For most of these families, we determine an explicit formula or a recursion on their Nimber sequences. 

Although different scholars have offered several reasons behind why Latinx students do not pursue STEM careers–particularly engineering–many scholars have argued that one particularly powerful reason is that the cultures of students do not fit the dominant discourse of engineering. It has been argued that curriculum materials do not portray the lived experiences and embodied knowledge of students who come from non-White, non-English-speaking backgrounds. In addition, teacher preparation has been questioned regarding the opportunities available for teachers to identify with engineering and make the curriculum more culturally relevant to students. Building this capacity is critical for the recruitment, preparation and roader participation of underserved communities in STEM. Moreover, teacher preparation is necessary to dismantle the dominant narratives in STEM and to provide the space for underrepresented students' embodied knowledge to be acknowledged, valued, and integrated into the curriculum. This project presents the ongoing efforts to analyze how a more situated view of engineering, particularly through asset-based approaches, can serve as a pathway to and through engineering for Latinx students. The goal is to provide teachers with the tools to identify, elicit, and recognize students' funds of knowledge as assets in solving engineering problems. 

The concept of funds of knowledge has been widely studied in different educational contexts. Funds of knowledge are described as the historically accumulated skills, experiences, practices, and ways of knowing that develop within a household for functioning and well-being. Sometimes these include the intellectual, communicative, emotional, resistance and even spiritual resources for learning that emerge from household and community practices. As a framework, funds of knowledge is important when trying to understand the learning processes occurring at home and communities that can be transferred into any learning environment (e.g., school, museum, library, after-school program). However, there has been little discussion on how immediate role models, such as STEM summer program facilitators, can engage in eliciting the funds of knowledge of summer enrichment program participants in order to make their experiences more enriching and culturally responsive. This pilot study sought to understand how STEM facilitators, also known as pod leaders in this study, understood “funds of knowledge” as a framework and utilized it as a tool to elicit and make the most of the funds of knowledge participants (middle school students) brought to a two-week STEM summer enrichment program. The study, which is a small piece of a much larger research endeavor, primarily relied on data collected from interviews with eight individual pod leaders. The results of this study indicated that elicitation strategies are sometimes hindered by programmatic features–primarily the time constraints and subsequent lack of time for reflection–of summer enrichment programs. 

The feminist theory of intersectionality asserts that experiences of social categories, such as gender, vary based on context and demographic factors and can be best understood by capturing and analyzing participants’ self-expressions. Social media provide a novel setting to study this phenomenon. We examined participants’ self-expressions on a campaign for increasing engineering diversity (#ILookLikeanEngineer) and found that, consistent with an intersectionality perspective, in addition to their identity as an engineer, participants opted to: a) expand upon and provide specifics about their engineering identity; b) expressed their affiliation with an institution or company; c) expressed personal aspects of their identity such as family or hobbies; d) expressed support for someone they knew who was an engineer; e) expressed solidarity with other social causes related to diversity; and f) expressed enthusiasm for or mentioned the campaign humorously. This study highlights the inherent complexity of identify that arises when people self-express themselves.