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  1. In this work in progress, we use Lee and Matusovich’s model of co-curricular support (MCCS) and the recruitment aspect of the Building Engineering and Science Talent (BEST) framework to investigate the policies, programs, and activities for, and recruitment and retention of, underrepresented students at four institutions. These four colleges of engineering are in the top 15 nationally in engineering bachelors’ degrees conferred on Black students. This information will provide background for a mixed-methods study on the choice, persistence, and attrition of Black students in computer, electrical, and mechanical engineering and is a critical first step to contextualize the student experiences to be revealed in individual interviews. We use publicly available information from web-based and other resources as well as interviews with key informants on each campus to ascertain the programs that are available on each campus and categorize them using the MCCS and BEST frameworks. This study lays the groundwork for future institutional data analysis and interviews with Black students currently or formerly enrolled in computer, electrical or mechanical engineering to uncover what causes them to enroll and persist in or leave these majors. Keywords: Race/ethnicity, undergraduate programs, support programs, MIDFIELD 
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  2. This full “research” paper presents an overview of results of a systematic literature review of students' affective responses to active learning in undergraduate STEM courses. We considered 2,364 abstracts of conference papers and journal articles published since 1990, and 412 studies met our inclusion criteria. The studies span the STEM disciplines and report various types of active learning. Their research designs include primarily quantitative methods (especially instructor-designed surveys and course evaluations), and they find that students’ affective responses are overwhelmingly positive. Few studies excelled on our quality score metric, and there few statistically significant differences by discipline (but biology studies and chemistry studies scored significantly higher in quality than electrical engineering studies). We include several possible directions for future work. 
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