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Introduction: Since the Fall of 2023, the community college has nurtured students through the NSF S-STEM Grant initiative called Scholarships, Mentoring, and Professional Support to Improve Engineering & Artificial Intelligence Student Success at Community Colleges. This grant, also known as Reaching Engineering and Artificial Intelligence Career Heights (REACH), empowers students with scholarships, personalized mentoring, and industry-oriented activities. This study delves into an Individual Development Plan (IDP) interactive dashboard used during the mentoring sessions. Methodology: An interactive dashboard made on Google Spreadsheet was developed to record monthly academic data, contact with industrial, working hours, and key moments, and help the students reflect on their data. Each semester, the students and their mentors filled a different tab. Each month, they filled different columns of data. The data are divided into 3 groups: grade per course, confidence to complete the same course, and outside academic activity: work, industry visits, clubs etc. Three charts illustrate the trend of that information. Results: 20 students (at the date of Fall 2024) are or were enrolled in the program, including 7 in AAS, Emphasis in Artificial Intelligence, and 13 in AS, Emphasis in Engineering, with 7 females, and 13 males. 94% of the IDP dashboard was filled and 100% of the students reported that the IDP tool was extremely useful or useful. The data also show that students completed 94% of the courses and their workload decreased on average from 22 hours to 17 hours per week over the semesters. One mentee reported the IDP as making them “want to continue their progress and keep their grades up and that it gives them (mentee and mentor) something to talk about right away.“ One mentor summarized the IDP tool as allowing them “to consider where they can support their mentee(s).” Conclusion: The IDP dashboard makes the mentoring sessions more efficient, focuses on the challenges faced by the mentee(s) during this specific month, and tracks data. A mentor suggested breaking up the options of extra-academic activities as they are key to keeping students engaged in their academic journey. Metrics such as networking, volunteering, participating in professional organizations, listening to speakers' presentations, and touring university partners and industry companies will be added to the dashboard. Acknowledgment: The authors would like to express their sincere thanks and gratitude to the National Science Foundation (NSF) for the Scholarship in Science, Technology, Engineering, and Mathematics (S-STEM) award No. 2220959. 

Introduction: Chandler-Gilbert Community College (CGCC) in Arizona offers two-year degrees for diverse engineering disciplines and Artificial Intelligence and Machine Learning (AIM) studies. After their Associate’s degree, students transfer to Universities to complete their bachelor’s degree. Since the Fall of 2023, CGCC has nurtured students through the NSF S-STEM Grant initiative called Scholarships, Mentoring, and Professional Support to Improve Engineering & Artificial Intelligence Student Success at Community Colleges. This grant, also known as Reaching Engineering and Artificial Intelligence Career Heights (REACH), empowers students with scholarships, personalized mentoring, and industry-oriented activities. This study delves into the sense of belonging and academic integration of REACH recipients and their peers. Methodology: A survey was administered to students across six courses: engineering (3), AIM, chemistry, and physics. The courses were chosen because one REACH student was attending the same course, with the same instructor. The survey, adapted from Gurganus et al., was comprised of demographic data and 20 questions categorized into Sciences Identity, Expectations and Goals, Academic Integration, Sense of Belonging to the program, and Sense of Belonging to the campus. Unpaired t-tests were utilized to compare the responses of 5 REACH students with 58 of their peers, with significance set at p≤0.05. Results: Sixty-three students agreed and filled out the study, comprising 5 REACH students and 58 peers. Students are enrolled in AAS, Engineering Technology (1 REACH, 1 peers), AAS, Emphasis in Artificial Intelligence (2 REACH, 3 peers), AAS, Emphasis in Engineering (2 REACH, 30 peers), and 24 were not registered in one of those degrees. Twenty females, 41 males, and one binary student in their first to sixth semester at CGCC filled out the survey. Among those total students, 7 identified as Asian, 2 as black or African American, 11 as Hispanic or Latino, 39 as White, and 4 as Other. In the category of Sciences Identity, REACH students demonstrated a significantly stronger sense of belonging compared to their peers. Specifically, REACH recipients scored higher on three questions: "I have a strong sense of belonging to the community of engineering or AI" (REACH 4.40 vs Peers 3.47, p=0.017), "I feel like I belong in the field of engineering or AI" (REACH 4.60 vs Peers 3.71, p=0.032), and "The daily work of an engineer or AI scientist is appealing to me" (REACH 5.00 vs Peers 3.98, p=0.011). Furthermore, REACH students reported a significantly stronger sense of belonging to Chandler-Gilbert Community College compared to their peers (REACH 4.60 vs Peers 3.78, p=0.046). However, concerning academic integration, REACH students identified areas that require attention. Notably, they provided a lower score for the question "Understand what your professors expect of you academically" (REACH 1.20 vs Peers 2.00, p=0.025). REACH recipients also scored lower for: “Develop effective study skills”, “Adjust to the academic demands of college”, and “Manage your time effectively”. Academic Integration is the only category where REACH students scored less than their peers. Conclusion: The REACH initiative at CGCC has notably enhanced the sense of belonging and connection to the college among engineering and AIM students. While REACH students showed superior community affiliation, they identified areas for academic integration enhancement. A tailored workshop focusing on study skills and time management is planned for Spring 2024 to address these concerns. As the program expands in 2024, involving six more students, continued assessment and support mechanisms will foster a more inclusive and integrated academic environment. Acknowledgment: The authors would like to express their sincere thanks and gratitude to the National Science Foundation (NSF) for the Scholarship in Science, Technology, Engineering, and Mathematics (S-STEM) award No. 2220959.