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It is important for future engineers to understand themselves in relation to the many cultural influences they may encounter during their career, and to confront their own biases when interacting with colleagues whose cultural backgrounds are different from their own. This paper describes and evaluates a series of nine diversity, equity, and inclusion (DEI) workshops developed and implemented during the summer of 2022 for high school and entering first-year college students enrolled in the Research, Academics, and Mentoring Pathways (RAMP) six week engineering summer bridge program at University of Massachusetts Lowell. The workshops incorporated activities designed to create an environment fostering respect, belonging, and acceptance to make teamwork more inclusive and effective. Each workshop was based on collaborative learning and used a broad range of strategies to engage students as active participants in learning about diversity, equity, and inclusion within the context of teamwork. To develop the workshops, the facilitators aligned the activities with key themes from chapters in the book From Athletics to Engineering: 8 Ways to Support Diversity, Equity, and Inclusion for All [1]. The summer bridge program was evaluated using quantitative and qualitative data collected throughout the program and upon its conclusion tracking students’ reactions and levels of engagement in each of the program components. This included a pre-survey, mid-semester survey, post-survey, and weekly journal prompts on Google Classroom. We also used the Universality-Diversity scale [2] to measure any pre-post changes in students’ attitudes towards diversity. With regard to the workshops, an analysis of student responses indicated a high level of satisfaction and sense of accomplishment. Students reported they enjoyed getting to know each other better and that the DEI activities were interactive, educational, and engaging. 

Stratocumulus clouds over the Southern Ocean have fewer droplets and are more likely to exist in the predominately supercooled phase than clouds at similar temperatures over northern oceans. One likely reason is that this region has few continental and anthropogenic sources of cloud-nucleating particles that can form droplets and ice. In this work, we present an overview of aerosol particle types over the Southern Ocean, including new measurements made below, in and above clouds in this region. These measurements and others indicate that biogenic sulfur-based particles >0.1 μm diameter contribute the majority of cloud condensation nuclei number concentrations in summer. Ice nucleating particles tend to have more organic components, likely from sea-spray. Both types of cloud nucleating particles may increase in a warming climate likely to have less sea ice, more phytoplankton activity, and stronger winds over the Southern Ocean near Antarctica. Taken together, clouds over the Southern Ocean may become more reflective and partially counter the region’s expected albedo decrease due to diminishing sea ice. However, detailed modeling studies are needed to test this hypothesis due to the complexity of ocean-cloud-climate feedbacks in the region.