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In this work we investigate the effectiveness of two train-the-trainer workshops on intelligent industrial robotics. The two workshops, which took place in summer 2021 in Tennessee and Alabama, were the first of a series of six workshops. A total of 32 persons applied to the two summer workshops from 10 states, of whom 15 attended and successfully completed the workshops. Evaluation results show that the participants’ knowledge on industrial robotics significantly improved after the workshops, and the vast majority indicated that the training will be used in their home institutions. The major challenge faced during the workshops was the spread of the delta variant of CoVid-19 at the time the workshops were scheduled to take place, and the wide diversity of the educational background of participants. 

This Research-to-Practice full paper presents findings from the ASSETS program – a comprehensive support ecosystem developed to improve retention and reduce time to graduation for engineering transfer students. ASSETS builds on the momentum established by two statewide initiatives in Tennessee that place transfer students at the forefront: (1) Tennessee Promise – a nationally recognized scholarship program launched in 2015 that provides last-dollar scholarships for low-income students to attend any state community college, and (2) Tennessee Reconnect – a lastdollar grant established in 2018 that allows adults who do not have an associate degree to attend a community or technical college tuition-free. With over 100,000 students enrolled in these programs to date, the number of students transferring to four-year institutions is expected to increase exponentially in the coming years. Historically, transfer students have been at higher risk of attrition due to known academic and social barriers. This is especially true for the Engineering disciplines. In an effort to address these obstacles, we have developed the Academic Intervention, Social Supports, and Scholarships for Engineering Transfer Students (ASSETS) program. In its third year of operation, with 35 enrolled ASSETS scholars, the program is well underway. Among our findings, we have recognized the critical importance of nurturing a community of transfer students that emphasizes equity, diversity, and inclusion. Establishing such a community involves more than just adopting established best practices. It requires a shift in mindset on behalf of the student regarding what is required to succeed, as well as on the part of faculty on what is expected of incoming students. This paper presents the findings and outcomes of the ASSETS program towards providing support to and enhancing the success of engineering transfer students.