Perspectives from an Intervention Model to Improve Retention and Success Among Low-income Hispanic Engineering Students

Abstract

Improving the level of success of students from low socioeconomic backgrounds in science, technology, engineering, and mathematics (STEM) disciplines has been a prevailing concern for higher education institutions for many years. To address this challenge, a pilot initiative has been implemented with engineering students at the University of Puerto Rico Mayaguez, a recognized Hispanic Serving Institution. Over the past four years, the Program for Engineering Access, Retention, and LIATS Success (PEARLS) has brought in an innovative intervention model that combines elements from socio-cognitive career theories and departure studies to impact students' success. PEARLS has established a comprehensive range of tools and services, including mentorship, professional readiness training, research opportunities, scholarships, and peer-mentor activities. These efforts have led to impressive outcomes, including a significant increase in retention and persistence rates, increased graduation rates having quad-fold those observed in the general student population, and an impressive record of engagements in industry, research, and leadership experiences. This paper discusses the program structure and outcomes from five perspectives that include background experiences, the structure of provided services, the results of their execution, the elements of knowledge derived from its application, and the challenges experienced throughout its implementation.