Women and underrepresented minorities in traditionally White and male-dominated disciplines tend to report lower learning outcomes than their White peers. Adopting a feminist intersectionality framework, this study looks at the intersections of gender and race to investigate differences in self-assessed learning outcomes in engineering undergraduate education. We found that Black women, Asian men, and men from Other racial/ethnic groups tend to rate their skills lower than their White counterparts. We suggest future research to examine overlooked differences in learning outcomes as well as recruitment and retention strategies for women and men of color.

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Background Although interdisciplinarity has been a subject of interest and debate for decades,

This study aims to examine differences in learning outcomes between students who are learning with a variety of strategies to implement the rotation models. This study uses a 1 x 3 factorial design. The subject of this study is students of Geography education, State University of Surabaya. The research subject is student class of 2015 consists of classes A (32 students) applies the rotation model 1 (group work-e-learning-lectures), class B (31 students) applies the rotation model 2 (e-learning-lectures-group work), class C (32 students) applies the rotation model 3 (lecture-group work-e-learning). Learning outcomes data collected by the achievement test in narrative form. The collected data were statistically processed using the techniques of analysis of variance (one-way ANOVA) using a significance level of 0.05. The results showed there were significant differences in learning outcomes between the student's group who apply strategies variety of the rotation model (F = 14.150; p = 0.000). Results of average calculation of model rotation 1 (mean:88) is better than rotation model 2 (mean:83) and rotation model 3 (mean 76).

Background Engineering educators and practitioners increasingly value contextual compe-