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This paper discusses the implementation of an introductory course to engineering established to provide students with knowledge about the roles of engineers, the engineering method, ethics, teamwork, and detailed information about each of the engineering majors offered in the College of Engineering (CoE) of the host institution. The course is offered as part of a larger initiative seeking to improve success indicators among low-income students. This paper provides details about the course structure, implementation context, metrics, and results measured via descriptive statistics among participant students. The results of a longitudinal implementation, suggest that early provision of career information and awareness can impact the engineering retention and persistence of students and their interest in their chosen majors, particularly in educational settings where students declare their major on the entrance to their first year. 

Improving the level of success of students from low socioeconomic backgrounds in science, technology, engineering, and mathematics (STEM) disciplines has been a prevailing concern for higher education institutions for many years. To address this challenge, a pilot initiative has been implemented with engineering students at the University of Puerto Rico Mayaguez, a recognized Hispanic-serving institution. Over the past four years, the Program for Engineering Access, Retention, and LIATS Success (PEARLS) has brought in an innovative intervention model that combines elements from socio-cognitive career theories and departure studies to impact students' success. PEARLS has established a comprehensive range of tools and services, including mentorship, professional readiness training, research opportunities, scholarships, and peer mentor activities. These efforts have led to impressive outcomes, including a significant increase in retention and persistence rates, increased graduation rates having quad-fold those observed in the general student population, and an impressive record of engagements in industry, research, and leadership experiences. This paper discusses the program structure and outcomes from five perspectives that include background experiences, the structure of provided services, the results of their execution, the elements of knowledge derived from its application, and the challenges experienced throughout its implementation. 

The Computing Alliance of Hispanic Serving Institutions (CAHSI), a national INCLUDES alliance, is committed to supporting students in attaining credentials in computing. Its latest effort focuses on advancing undergraduate computing majors into graduate school to address the low numbers of Hispanics, or Latinx, attaining graduate degrees in computing. CAHSI expands adoption of evidence-based, multi-institutional graduate support structures that lead to Latinx students’ success. This paper describes strategic efforts to address well-documented barriers among graduate students (across all areas of study), e.g., feeling of isolation, lack of support structures, deficit thinking, and negative departmental climate. 

The Target Absorbers for Neutrals (TANs) represent one of the most radioactive regions in the Large Hadron Collider. Seven 40cm long fused silica rods with different dopant specifications, manufactured by Heraeus, were irradiated in one of the TANs located around the ATLAS experiment by the Beam RAte of Neutrals (BRAN) detector group. This campaign took place during Run 2 data taking, which occurred between 2016 and 2018. This paper reports a complete characterization of optical transmission per unit length of irradiated fused silica materials as a function of wavelength (240 nm–1500 nm), dose (up to 18 MGy), and level of OH and H2 dopants introduced in the manufacturing process. The dose delivered to the rods was estimated using Monte Carlo simulations performed by the CERN FLUKA team.