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  1. Undergraduate software engineering courses typically require students to work on team-based projects that reinforce disciplinary content and soft skills. At the same time, these students, particularly those at liberal arts institutions, are required to take courses that focus on civic issues, including on racial and ethnic inequality. Often, students perceive these courses to be outside their disciplinary areas, and may not comprehend how these topics are applicable to computer science and software engineering. This paper reports on the experience of Pulimood and Leigey as they and their students grappled with issues of racial injustice in the criminal justice system, and drew upon their own disciplinary backgrounds to apply computational thinking and software engineering principles to help the community better understand these issues and advocate for reform. The paper also describes the experience of teaching courses from different disciplines in a collaborative model, working closely with a local community partner to support its work on an identified social issue, and the learning outcomes, as well as the benefits and challenges of this approach. Recommendations and future directions are also discussed. 
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  2. This submission was accepted for a special edition of Science Education and Civic Engagement: An International Journal focused on “Teaching Through Covid.” This submission was drawn from interviews, journals, and workshops of faculty participants and reviewed by the special edition editors prior to acceptance. 
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