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This article reviews the notion of a Sustainability Mindset in comparison to sustainability competencies in the context of a study of a first year cohort of students beginning a minor in Sustainability Engineering at the University of Puerto Rico, Mayagüez. A framework of Knowledge (K), Skills (S), Attitudes (A), Behaviors (B), and Attitudes (A) is adopted to capture the students' developing mindsets broadly the context of Sustainability. A detailed open-form survey was administered after the first semester and was completed by 9/11 participants. Results show mature growth in the domain of sustainability (e.g., broad knowledge of the concept of sustainability to encompass the three 'pillars' of environmental, equity, and economic factors, and deep knowledge regarding ideas such as circular economy and earth systems cycles). Further growth is also demonstrated in academic and personal development (e.g., improved study skills, time management, and research skills). Future work will endeavor to continue observing the evolution of the mindset at the KSBA level and at finer levels of detail. 

The prevalent gap between students from different socioeconomic statuses (SES) affects multiple aspects of our social functionality. Among its effects, the SES gap directly impacts the opportunities to which students have access while in college and beyond. This paper discusses the efforts and partial results of a program aimed at bridging such differences for low-income, academically talented students (LIATS) in a Hispanic Serving Institution (HSI). The reported approach leverages the relations with a group of industry partners to provide LIATS with scholarships, professional mentorship, work-shops, and on-the-job training opportunities while sharing with the in-dustry the students' e-portfolios, professional profiles, and resumes, developing a symbiotic relationship where both benefit. After three years of interactions, the results show how these opportunities helped LIATS develop their skills, leadership, and competitiveness as future STEM professionals. The experience also demonstrates that profes-sional growth opportunities are critical for engaging LIATS in real-life contexts where they collaborate and interact with industry part-ners, and for providing them with opportunities that help to bridge the SES gap. 

This paper analyzes, from a servingness perspective, the experiences of students in a Hispanic Serving Institution (HSI) implementing personalized mentoring strategies as part of an NSF-funded, S-STEM program. The program objective was to increase the retention and success of low-income academically talented students. We discuss the results of using Individual Development Plans (IDP) to help students establish post-graduation goals and action plans to reach them. The IDPs also maintained a flexible structure that allowed students for morphing both their plans and envisioned outcomes, as they progressed in their chosen academic programs. Student outcome expectations were assessed at three stages of their development: in their first year, as juniors in what can be considered a mid-point of their development, and during their fourth year of program participation.