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Engaging undergraduates in research has been shown to improve retention, increase students' sense of computer science identity, and increase their chances of continuing to graduate school. Yet research experiences at most universities are ad hoc, and many undergraduates-particularly those from groups underrepresented in computing-do not have the opportunity to participate. The Early Research Scholars Program (ERSP) is a structured, academic-year group-based undergraduate research program designed to help universities vastly increase participation in research for early computing undergraduates. ERSP launched at UC San Diego in 2014 where it now annually engages over 50 second-year undergraduates, 59% of whom are women, and 22% of whom are from underrepresented racial and ethnic groups. The program's portable design has enabled its expansion to 7 other colleges and universities. This workshop will train participants in launching ERSP (or any part of it) at their university to increase and diversify the undergraduates participating in research. Workshop leaders are the ERSP directors at four universities. They will address how to launch and run the program in different contexts. They will provide an interactive, hands-on experience of running the program covering the following topics: developing and teaching a research methods class, student application and selection to ensure a diverse and supportive cohort, and creating a dual-mentoring structure to engage and retain early undergraduates without overburdening faculty. Workshop participants will be invited to join the ERSP virtual community to get support launching their own version of ERSP. 

This work-in-progress research paper explores the way in which low-socioeconomic status (SES), first-year undergraduate engineering students develop their engineering identity. Identification with the field of engineering, or engineering identity development, is an ongoing process for students. While scholars have used retrospective studies to understand the developmental aspect of this process, a longitudinal study that follows students' engineering identity development could provide an advantageous viewpoint. In this study, we investigate the engineering identity profiles of incoming low-SES, high-achieving engineering students. We interviewed 13 students using a protocol focused on understanding the students' engineering identity profiles before entering engineering school. An integrated model of engineering identity development was used to frame the research and guide the analysis. Our preliminary results show existing pre-college identity-related patterns across students as well as initial ways of identifying with their major and engineering as a field. This work has contributions to research in the areas of engineering identity development as well as broadening understanding of engineering students who are both low-income and high-achieving. Our work has practical implications for academic and professional support programs for low-income engineering students and programs that aim to support engineering identity development.