Video material for self-study in mathematics and physics courses: from design to evaluation

This Innovative Practice Work-In-Progress article describes the implementation of video material in undergraduate mathematics and physics courses for engineering and computer science students. The COVID-19 pandemic has highlighted the need to provide online material to which students can return whenever their technical and temporal resources allow. A similar need has long existed among students who support themselves by working part- or even full-time while studying towards a degree. This student group is well represented at our institution as access and outreach initiatives target professionals with vocational training in a technical field. The didactic concept of the videos as well as didactic opportunities for face-to-face lecturing in combination with online video material will be described. Students' responses to the innovative practice were surveyed in two ways: first, through an online questionnaire administered to students of an introductory physics course. The questionnaire data is subjected to quantitative and qualitative analysis in this article, with results leading to an indication of high student satisfaction. Second, students' experience as gathered from group interviews with students from a first-year mathematics course will be analysed. Collectively, this information sheds light on the advantages of the practice presented as well as on further improvements. © 2022 IEEE.

A Transformative Project between Two-State Colleges and a-4-year Institution for Student Success in STEM

The session will report on the success and lessons learned from the five-year implementation of a collaborative DOE project between two Hispanic Serving Institution (HSI) State Colleges and an HSI university with a combined 140,000+ undergraduate students. The session will also report on revising a Systemic, Evidenced-Based, and Student-Centered (SE-SC) framework due to the COVID-19 situation over the last two years. The original aim of the SE-SC framework was to maximize the number of academically-talented, Hispanic students who complete their AA degrees at State Colleges and transfer to a 4-year institution to complete their BS degree and are career-ready to enter engineering and computer science (ECS). The revised SE-SC framework addresses the online education challenge of the project due to the COVID-19 situation. The session will report on how the professional relationships among three large post-secondary institutions have evolved and how the partners have become more intentional about project outcomes. In addition, the design and implementation of articulation agreements have increased programmatic alignment, a more seamless and easy-to-navigate transfer process for students. Furthermore, the collaboration to reach out to industry partners has increased the authenticity of experiences provided to the students across all three institutions. The session will also report on the faculty's adaptation of their instructional practices to include using newer digital technologies for hybrid and remote learning while maximizing student interests and motivating degree completion during the COVID-19 pandemic. Project success has been assessed by applying quantitative and qualitative measures, informal assessments, and anecdotal records. The institutional infrastructure in supporting diverse student interests and success in Electrical Engineering, Computer Engineering, and Computer Science degree programs and their career pathways are presented. Other institutions interested in promoting STEM programs may replicate the implemented model due to its effectiveness, as reported in the session. © American Society for Engineering Education, 2022.

Using Mixed Exam Methods to Enhance Students Learning for Electronics Courses

This paper presents several non-traditional exam methods that serve both introductory analog electronics and advanced electronics courses in the Electrical Engineering and Computer Science (EECS) department at the University of Evansville (UE). The study is focused on classes from Fall 2019 - Fall 2020. Despite the COVID disruption in 2020, students' outcomes and final course survey indicated that these methods enhanced their understanding, promoted their interest and motivation in transistor topics. © American Society for Engineering Education, 2022.

Development of A Bootcamp for Freshman Student Success During COVID-19 Transition

Results from internal assessments show that passing rates in introductory courses as well as retention rates of first-year students in the College of Engineering and Computer Science at The University of Texas Rio Grande Valley, a predominantly Hispanic Serving Institution (HSI), significantly dropped with the advent of COVID-19. Such results and trends provide an overall perspective on the academic preparation of incoming students. There is a high concern that the necessary skill set (e.g., adaptability, persistence, and performance) of the new cohort, who are primarily underrepresented Hispanics from underserved and challenged communities from the Rio Grande Valley, is not optimal for the rigor of engineering education. To this end, an onboarding bootcamp for incoming and transfer students was created to bridge the transition from secondary education to higher education by priming students to overcome academic deficiencies, develop a critical skills portfolio, learn problem-solving techniques, build a sustainable community of mentoring support with faculty and students, and provide a template to sustain academic and professional success during their undergraduate education. This research-to-practice paper presents the bootcamps' design process steps: curricular analysis, identification of areas of opportunities, skills inventory, and blueprinting process, as well as its initial implementation in the mechanical engineering program. In this regard, the bootcamp was organized over a week span with hands-on engineering activities, faculty and student talks, and engineering lab tours;and was based on a design thinking approach. Daily activities were structured based on challenge-based instruction, innovation, design, and mentoring, and focused primarily on promoting critical thinking, being assertive in the face of adversity, making informed decisions, and prioritizing tasks. Results indicate that the bootcamp increased student confidence and established a valuable network system amongst other findings. Future work will focus on expanding the bootcamp to include students from other engineering and computer science departments and to offer the template to institutions with similar academic challenges. © American Society for Engineering Education, 2022

Building Bridges into Engineering and Computer Science: Outcomes, Impacts and Lessons Learned

Wright College, an urban open-access community college, independently accredited within a larger community college system, is a federally recognized Hispanic-Serving Institution (HSI) with the largest community college enrollment of Hispanic students in its state. In 2018, Wright College received an inaugural National Science Foundation-Hispanic Serving Institution (NSF:HSI) research project grant “Building Capacity: Building Bridges into Engineering and Computer Science”. The project's overall goals are to increase underrepresented students pursuing an associate degree (AES) in engineering and computer science and streamline two transitions: high school to community college and 2-year to 4-year institutions. Through the grant, Wright College created a holistic and programmatic framework that examines and correlates engineering students' self-efficacy (the belief that students will succeed as engineers) and a sense of belonging with student success. The project focuses on Near-STEM ready students (students who need up to four semesters of math remediation before moving into Calculus 1). The project assesses qualitative and quantitative outcomes through surveys and case study interviews supplemented with retention, persistence, transfer, associate and bachelor's degree completion rates, and time for degree completion. The key research approach is to correlate student success data with self-efficacy and belonging measures. Outcomes and Impacts Three years into the project, Wright College Engineering and Computer Science Program was able to: • Develop and implement the Contextualized Summer Bridge with a total of 132 Near-STEM participants. One hundred twenty-seven (127) completed;100% who completed the Bridge eliminated up to two years of math remediation, and 54% were directly placed in Calculus 1. All successful participants were placed in different engineering pathways, and 11 students completed Associate in Engineering Science (AES) and transferred after two years from the Bridge. • Increase enrollment by 940% (25 to 235 students) • Retain 93% of first-year students (Fall to fall retention). Seventy-five percent (75%) transferred after two years from initial enrollment. • Develop a holistic and programmatic approach for transfer model, thus increasing partnerships with 4-year transfer institutions resulting in the expansion of guaranteed/dual admissions programs with scholarships, paid research experience, dual advising, and students transferring as juniors. • Increase diversity at Wright College by bridging the academic gap for Near-STEM ready students. • Increase self-efficacy and belonging among all Program participants. • Increase institutionalized collaborations responsible for Wright College's new designation as the Center of Excellence for Engineering and Computer Science. • Increase enrollment, retention, and transfer of Hispanic students instrumental for Wright College Seal of Excelencia recognition. Lessons Learned The framework established during the first year of the grant overwhelmingly increased belonging and self-efficacy correlated with robust outcomes. However, the COVID-19 pandemic provided new challenges and opportunities in the second and third years of the grant. While adaptations were made to compensate for the negative impact of the pandemic, the face-to-face interactions were critical to support students' entry into pathways and persistence within the Program. © American Society for Engineering Education, 2022.

COVID-19 and the New Normal in Engineering and Computer Science Education: Students' Perspectives on Online and Hybrid Education

The COVID-19 pandemic caused a major disruption to colleges and universities, with many institutions cancelling in-person learning and moving to completely online instruction for a time. Since the pandemic began, institutions of higher education have utilized varying degrees of face-to-face, hybrid and online instruction. These changes have impacted both students and faculty in science and engineering fields. Traditional science and engineering students have had to adapt quickly to new, and largely unwelcome, means of learning. In addition, faculty have had to abruptly alter their teaching to adjust to changes in teaching formats imposed by the pandemic. Using a web-based survey of engineering and computer science programs in US and Canadian universities, this paper studies the challenges introduced to STEM education due to the COVID-19 pandemic from students' perspectives. The survey was administered in face-to-face, hybrid and completely online classes to study students' perceptions and attitudes as well as challenges related to changes in teaching formats during the pandemic. Furthermore, this study assesses students' perceptions about the future of teaching in a post COVID-19 environment. Results of this study provide insights into both current and future impacts of the COVID-19 pandemic on engineering and computer science education. © American Society for Engineering Education, 2022.

Insights Provided by Student Feedback on Integrated E-Learning Modules Covering Entrepreneurial Topics

As a best practice, it is customary to ask students for their feedback on curricular interventions. The feedback is typically used to justify further changes and ascertain how well they may accept the intervention for broader implementation. At the University of New Haven, 18 e-learning modules were developed and integrated into courses spanning the 4-year engineering and computer science majors' curricula. The modules centered on topics seen to contribute to the development of students' entrepreneurial mindset. We saw this as a way to assist faculty in leveraging entrepreneurial minded learning (EML) in their courses when the topics are likely outside their area of expertise. The development, integration, and students' learning assessment efforts of the e-learning modules have been the topics of many of our previous papers and presentations. This paper focuses on an analysis of the feedback collected from students regarding the modules and their integration. Our faculty have been using the modules for over five years. In that span, we have collected over 1000 student responses to an end-of-term survey administered in every course in which a module was integrated. The survey includes questions pertaining to time spent on the module and the associated course assignment, their level of agreement related to statements about their perceived effectiveness of the curricular intervention, and open-ended response questions focused on what they liked/did not like about the modules and their integration. Our findings thus far reveal a positive trend in the students' perception of the e-learning modules and their integration over the span of the deployment. Correlation analysis of several indicators provide further insights about students' attitudes towards the modules. For example, students place more value on the module if they see a connection between the module content and the content of the course, as well as if the instructor reinforces what they learned in the module through a contextual activity. However, despite students seeing value in the module or stating that the assignment supported the concepts taught in the module, we do not find a strong correlation to students expressing interest in additional modules of this type integrated into their courses. These findings are insightful and timely given the increased use of hybrid learning in a COVID and post-COVID academic environment. © American Society for Engineering Education, 2022

Creating a Virtual Learning Environment for Increasing Awareness of Blockchain Technologies at a Minority Serving Institution

In this paper, we describe the successful implementation of a virtual learning environment for an immersive blockchain workshop that was designed to increase awareness, cultivate collaboration, and build technical knowledge in Blockchain technologies for participants in minority-serving academic engineering and computer science communities. In the pre-covid world, the authors meticulously designed an immersive two-day technical workshop on Blockchain technologies for engineering and computer science communities in efforts to increase awareness and cultivate interdisciplinary collaborations among researchers at an historically black university. When the covid-19 pandemic disrupted our lives on a global scale, the authors contemplated canceling the event completely. However, understanding the significance of Blockchain as an emerging technology and knowing how important this knowledge is to the advancement of education in minority communities, the authors made the executive decision to host a completely virtual workshop event. The primary goals of the virtual Blockchain workshop did not change. They were: (1) to provide an immersive environment for participants to learn about Blockchain technologies;(2) to cultivate networking and collaborations among faculty and students in Blockchain;and (3) to stimulate interest and awareness of Blockchain and Fintech research in engineering and computer science departments at the minority-serving institution (MSI). However, the authors had to rethink and redesign a completely virtual, online event. How can we make the learning environment engaging? How can we make the learning environment collaborative? How can we ensure that instruction is effective and meaningful for participants? How can we recruit students to participate in this informal online educational enrichment activity? These were some of the questions that the authors considered when redesigning the Blockchain workshop. The workshop redesign included three main design elements: a leadership team;an immersive blockchain curriculum design, and fun and engaging enrichment activities including online games and a networking café. The program success was determined using seven key indicators such as (1) the total number of registrants;(2) the number of attendees who completed the 1st session and earned badge;(3) the number of attendees who received two badges at the end of the workshop;(4) number of attendees who were able to network with one another either in-person or in virtual breakout rooms;(5) percentage of faculty participants who have intentions to incorporate Blockchain into their instructional design;(6) percentage of faculty participants who have intentions to incorporate Blockchain into their research efforts;(7) percentage of participants whose interest in Blockchain increased as a result of this workshop. Based on the results, target achievements were met or exceeded in all performance metrics except two, key indicators 3 and 5. Evidence suggests that these targets were not met due to hardware installation issues and faculty engagement. The main contribution of this work is the discovery of how to pivot from in-person learning to effective online learning through the design, adaptation and implementation of educational enrichment workshops in a virtual academic setting post the covid-19 pandemic. © American Society for Engineering Education, 2022.

DEI Student Ambassadors Program

In this paper we describe the Diversity, Equity, and Inclusion (DEI) Student Ambassadors program at Seattle University and the initiatives and activities that the ambassadors have been engaged in. This program drew inspiration from several Bias Busters groups created by industry and academia, especially the Bias Busters @ Carnegie Mellon University and the Bias Busters in the Electrical Engineering and Computer Science Department at University of California Berkeley. The student ambassadors were given broad objectives to improve the college community and educate the student population about diversity, equity, and inclusion. An initial planned project of the ambassadors was to organize a DEI Takeover Week during spring of 2020. This project had to be postponed due to the COVID-19 pandemic. The student ambassadors took this as an opportunity to instead develop programs focused on equity and inclusion issues that arose due to the pandemic and the transition to remote / virtual instruction. The DEI Student Ambassadors organized Zoom Town Halls that were open to all students, faculty, and staff in the college to engage in frank conversations about the challenges of the pandemic and how they connected to issues of diversity, equity, and inclusion. Additionally, the DEI Student Ambassadors developed theater-based workshops about microaggressions and bystander intervention. These workshops were administered in a number of classes, and highlighted real-world scenarios drawn from student surveys conducted in spring 2018 as well as the DEI Student Ambassadors' own experiences. Response to the DEI Student Ambassadors and the programs they have developed has been largely very positive. We conclude by discussing plans for how to continue, adapt, and expand this program. © 2022 American Society for Engineering Education.

Moving MSc Software Development course online: adaptation of the large class module to a distance learning model

The Covid-19 pandemic brought dramatic changes to higher education settings, particularly for curriculum delivery, moving quickly to online learning in March 2020, which for many was the first experience of teaching and learning in the virtual environment.This paper discusses the experience of redesigning the MSc Computing Foundations module and adapting it to a distance learning model using both synchronous and asynchronous delivery at the School of Electronics, Electrical Engineering and Computer Science, Queen's University Belfast in response to the challenges brought to higher education by the pandemic. The module is a fundamental compulsory module with an intake of 100+ students in the part-time class studying the conversional MSc course in Software Development.This paper focuses on the challenges and opportunities faced by large class students during this unprecedented move online, and changes made to the curriculum to facilitate the move to online teaching and learning using the conceptual framework for effective online courses. The paper reflects on student feedback to online educational activities including synchronous and asynchronous content delivery, discussion forums, ungraded formative quizzes, formative and summative assessments delivered online for a postgraduate cohort studying part-time. Sustained level of student engagement was evidenced through statistics collected from the virtual learning environment.This paper further discusses how the above has transformed teaching of the Computing Foundations module for the large cohort, focusing on the student experience only, and reflecting on how these online teaching practices contribute to provision of education with a view what developments became a success and could be turn to advantage and what was not effective and should be eliminated post-pandemic. Adaptation of the Computing Foundation module to the new model of online delivery has been successful in the 2020-2021 academic year, and the module has become a distance module delivered fully online in the 2021-2022 academic year. The transformation has helped to cope with a "new normal"in an increasingly hybrid higher education ecosystem as students' and educators' involvement into learning activities continued to be altered in the post-pandemic society. © 2022 IEEE.

A Review of the Teaching Modalities Chosen by Faculty During the Global Pandemic

Universities, worldwide, are managing their course offerings during the coronavirus pandemic in different ways and numerous factors are considered when selecting an appropriate teaching modality. In this paper, a research question is posed as follows: how do faculty members prefer to teach during the pandemic and what are the implications? Data is provided from the engineering and computer science faculty members at The University of Texas at Dallas, where faculty are individually offered a choice among five different teaching modalities. The results are used to quantify our faculty's selection and explain reasons for selecting a particular teaching modality. The required preparation, and the support offered by the university to the faculty during the pandemic are also addressed. Half the faculty, who taught virtual classes, consider the student's performance on assessments comparable to the performance of students during previous semesters when the class was given in-person. A quarter considers the student's performance better and a quarter considers it worse. Beyond the pandemic, the majority of the engineering and computer science faculty prefer flexibility between the classroom and remote teaching. Otherwise, they prefer teaching in the office over working from home. © American Society for Engineering Education, 2021

A Call to Create an Open-source Project Initiative for Cybersecurity Virtual Labs

Cybersecurity classes present challenging problems to engineering and computer science departments. Having to negotiate with overstretched IT departments to set up specialized labs to support the curriculum and purchasing third-party cyber labs are not an option for many departments due to reduced budgets. Setting up environments is often left to the instructor after finding difficulties with the limited IT support/or lack of support. Instructors having to create labs is a problematic option since it is a very time-consuming overhead added to the regular activities involved in teaching a curriculum. COVID-19 has recently compounded this problem due to universities having to restrict access to labs. Creating virtual labs for cybersecurity classes has been given attention in the last few years, and ASEE has published papers on the topic [1- 4]. Some universities are creating labs, while others are using the NSF-funded SEED Labs Project. [5-7]. The authors are proposing an opensource project initiative that allows universities, students, and others to contribute their lab work to a public repository hosted by an entity like GitHub. The work can be shared globally without costs or dependence on funding. This presentation is divided into two parts. First, the success of developing hands-on virtual labs and their importance for cybersecurity classes is described. Second, the opensource initiative in greater detail is discussed outlining what was developed, and the authors call on universities to pilot our framework and invite interested parties to contribute to an opensource collaborative infrastructure platform currently under construction. The authors believe the success of this project has great potential for community colleges and universities. © American Society for Engineering Education, 2021

Developing Diversity and Inclusion Initiatives and Measuring the Effects of a Pandemic in a Civil and Environmental Engineering Department

The Civil and Environmental Engineering (CEE) Department at Midsized Northeastern University was awarded The National Science Foundation's Revolutionizing Engineering and computer science Departments (RED) grant in 2016 with the hopes of allowing engineering programs to improve the inclusion of minorities over the course of five years. The CEE Department used this opportunity to create a research group called Revolutionizing Engineering Diversity (RevED) that focuses on all underrepresented and underserved groups. The researchers used the grant to help change admissions as well as incorporate inclusive pedagogical practices. Currently, RevED is in the fifth year of the grant and has since spread out to utilize the Engineering Education Department and the Faculty Development Center to help broaden the impact of the grant to other students outside of the CEE Department. The RevED researchers were successful in helping develop a certification program for faculty and staff members to participate in. While there have been positive developments, the research group had to look at the effects of COVID-19 on the lives of students. RevED has utilized data regarding the impacts of the pandemic and will be looking to further develop insight on student experiences. While the poster will feature information on the changing student demographics and student perception of the climate of diversity, the impact of the pandemic will also be shown to see how students are affected and how to better address the needs of underrepresented and underserved students. © American Society for Engineering Education, 2021

Effectiveness of Remote Learning During the COVID-19 Pandemic in Spring 2020: A Survey of Engineering and Computer Science Students

Like most other universities in the United States, classes and labs at University of the Pacific went fully virtual in March 2020 as a result of the Coronavirus (COVID-19) pandemic. Prior to this event, all classes were taught in face-to-face synchronous mode. At the end of the semester, we administered a survey to students in the School of Engineering and Computer Science asking for feedback on their remote learning experience. In addition to numerical ratings, specific feedback was sought using the following questions: • What elements of remote delivery were effective/not effective? • Do you have any specific suggestions for improving delivery of course or lab content in remote environments? • What elements of the remote environment made it easy to learn/difficult to learn? • Do you have any specific suggestions that could improve students' ability to learn in remote environments? • What elements of the remote environment made it easy/difficult to complete your work? • Do you have any specific suggestions for things that could make it easier for students to complete their work in remote environments? • Top three factors that affected your learning negatively/positively. We received 48 responses that included over 400 individual comments. Student demographic data indicated that responses were received from students in all years, although most respondents were seniors. Responses were analyzed using the ASCE ExCEEd Teaching Model. Comments were coded manually using a spreadsheet and also categorized using MAXQDA qualitative data analysis software and were checked for consistency between the two methods used. Students' comments predominantly addressed appropriate use of technology, student engagement in the class or lab, and structured organization of the material and activities presented synchronously and asynchronously. Findings of the survey were shared with faculty in the School to inform preparation for, and teaching in, Fall 2020. Survey results, the analysis approach used, and observations are presented in this paper. The ASCE ExCEEd Teaching Model proved to be a valuable framework for cataloging and analyzing over 400 comments provided by students. Analysis of the comments showed that students prefer live classes with recorded lectures for later use together with ample opportunity for office hours and contact and communication with faculty and their peers. © American Society for Engineering Education, 2021

Student Impressions of Elements of a S-STEM Program

A state university received an NSF S-STEM grant to provide scholarship funds and enhanced wraparound programmatic activities for engineering and computer science students. Some of the enhanced activities available to the scholarship recipients are faculty mentoring, meetings of the cohort students, the ability to attend professional workshops and participate in STEM outreach activities, and the opportunity to attend and participate in the Emerging Researchers National (ERN) conference in Washington, D.C. Some of these activities are similar to what other schools have in their S-STEM programs. While the effectiveness of the different program activities is often studied at institutions, it is often less clear how students view the usefulness of various program activities. In this paper, we describe in more detail the scholarship program at the University of Wisconsin-Milwaukee and provide explanations of the different programmatic activities available to the students in the program. We will then provide the results of a survey of the students in the program, where they were asked to provide their impressions of the program activities. The results of the survey can be beneficial to other schools developing S-STEM programs, as it sheds light on how receptive students may be to possible common program elements. The paper will also contain some discussion on the importance of the group activities in a virtual environment during the COVID-19 pandemic. Finally, we will provide some suggestions based on our experiences on how to improve the program activities to make them more beneficial to the students. © American Society for Engineering Education, 2021

Work in Progress: Using Cost-effective Educational Robotics Kits in Engineering Education

The field of robotics is multidisciplinary, employing fundamental knowledge and building upon skills acquired in electrical engineering, mechanical engineering, and computer science courses. Hands-on engagement, which has become increasingly difficult to facilitate due to the COVID-19 pandemic, is an integral component of any comprehensive engineering education program. A project-based approach using low-cost, pre-made kits offers practical experience in teamwork and collaboration, system design and implementation, problem solving and refinement of interdisciplinary skillsets through projects that can be completed at home or in the classroom. Robotics instruction and experimentation provides a means to achieve robust interdisciplinary learning outcomes, facilitating long-term retention of engineering concepts by illustrating the connections between theory and practice. This paper aims to establish the need for design integration throughout the undergraduate curriculum, identify existing methodologies for design integration, and develop a practical model for instructional use of Arduino Engineering Kits to support design education in the Electrical Engineering program. The kit provides basic design instructions and programming guidance for three projects: a self-balancing motorcycle, a mobile rover, and a whiteboard drawing robot. Each project operates using an Arduino MKR1000 microcontroller. The mobile rover project was selected for implementation after the foundational skill requirements and outcomes of each project were evaluated and matched to desired instructional outcomes across courses in the Electrical Engineering curriculum. Through amalgamation of the cognate fields of electrical engineering, mechanical engineering, mechatronics and computer science, the curriculum design that emerges from this paper will serve as a multidisciplinary educational tool. © American Society for Engineering Education, 2021

A University-State College Collaborative Project for Hispanic Student Success in STEM

The session will report on the success of the last four years of implementing a collaborative DOE project between two state colleges and a Hispanic Serving Institution (HSI) university with a combined 140,000+ undergraduate students. The session will also report the revision of a Systemic, Evidenced-Based, and Student-Centered (SE-SC) framework as initially designed in the DOE project. The original SE-SC framework aims to maximize the number of academically-talented, Hispanic students who complete their AS degrees at State Colleges and transfer to a 4-year institution to complete their B.S. degree and are career-ready to enter engineering and computer science (ECS). The revised SE-SC framework addresses the fully on-line education challenge of undergraduate courses due to the current COVID-19 situation. In particular, the challenges and student outcomes of on-line lab participation are addressed. In addition, the on-line revision of a course-specific mentoring Support Model to ensure student success in completing the Gateway Courses is reported. The overall objective of the mentoring component of the project has been to support students enrolled in gateway mathematics courses to ensure successful course completion. The on-line challenges of mentors and advisors due to the COVID-19 situation are reported in the paper. Data collected for the past four years (2016-2020) validate the proposed initiative's effectiveness. Besides, our innovative approaches to address education, advising, and mentoring challenges due to COVID-19 are presented in the paper. The collaborative model's effectiveness and significance could be replicated among other institutions interested in promoting engineering degrees among Hispanic and low-income students. © American Society for Engineering Education, 2021