Abstract:

The imbalanced participation of students from traditionally underrepresented groups in engineering and computer information technologies (ECIT) has reached a point where it threatens the economic sustainability of entire nations. The reliance of modern economies and people lifestyles on ECIT has placed a steep demand on professionals in this area, accentuating the pressing need for a broader participation from all society segments. However, long-standing participation gaps continue to limit the access and success of underrepresented students in higher education programs in Science, Technology, Engineering, and Math (STEM), and in particular ECIT fields. In the United States (US), women receive only 22% of ECIT degrees, and only 51% of children from working-class families attend college, compared to 89% from well-off families. Moreover, less than 20% of those entering college choose an ECIT program.

The project "Bridging Resources and Ideas for Growing Higher Technologists in Computer Engineering" (BRIGHT-CE) was established in August 2023 with support from Microsoft Corporation at the University of Puerto Rico Mayaguez, a Hispanic Serving Institution (HSI) with a prominent place in the production of Hispanic Engineers in the US. The project aimed at exploring strategies for bridging the socioeconomic status and gender gaps limiting the participation of underrepresented low-income and female students in computer engineering (CE). BRIGHT-CE implemented interventions inspired by the PEARLS L-CAS model, providing resources and support for students to grow and excel in CE. The project offered scholarships, mentorship, professional development workshops, outreach activities, and networking opportunities, equipping students with tools and connections to succeed.

This paper discusses how BRIGHT-CE adapted, with the aid of an industrial partner, the L-CAS model on a pilot group of eighteen first- and second-year CE students. It details the academic setup, techniques used, and the project's impact after one year. The results show promising effectiveness: the project achieved a first-year retention rate of 94%, significantly higher than the average retention rate for underrepresented students in the general CE population. Participants reported increased confidence, stronger academic performance, and a heightened sense of belonging. Faculty mentors observed improved engagement and resilience among students. Moreover, the industry partnership provided valuable insights for tailoring students’ preparation for the job market, while the initiative illustrated its potential for being scaled and replicated in other institutions to address underrepresentation in ECIT fields.

Keywords:

Computer Engineering Education, L-CAS Model, First-year experiences.