This research-to-practice full paper delineates the development and impact of an educational initiative at the University of Puerto Rico at Mayagiüez, sponsored by the Coastal Resilience Center at the University of North Carolina at Chapel Hill. This initiative utilizes constructivist, experiential, and immersive learning theories to create engaging, practical learning experiences for high school and undergraduate students, specifically tailored to the unique challenges of Puerto Rico-a region frequently subjected to extreme natural events and exposed to multihazard risk. The primary objective of this educational initiative is to address the severe shortage of professionals capable of managing and aiding recovery from natural disasters in coastal and neighboring regions. Through educational modules hosted on the Interactive Learning Hub (IL-HUB), the program aims to attract talented STEM and other disciplines students, cultivate a skilled workforce, enhance infrastructure resilience, foster innovative problem-solving skills, and bridge the gap in professional expertise necessary for effective disaster response and recovery. The initiative is particularly relevant given Puerto Rico's vulnerability to hurricanes, earthquakes, and other natural hazards. By leveraging real-world scenarios and hands-on activities, students gain a deep understanding of resilient coastal infrastructure (RCI) and disaster management practices. A mixed-method, performance-focused survey approach was employed to evaluate the effectiveness of this initiative, involving quantitative pre- and post-module assessments complemented by qualitative feedback from participants. Survey responses indicate that 85% of participants rated the lectures and activities positively, expressing satisfaction with the quality of the presentations, organization, and clarity of expression. Additionally, 85.7% of students reported a heightened curiosity or commitment to pursuing further studies or careers in resilience-related fields, highlighting the significant impact of the program on student engagement and interest in RCI. These results demonstrate a significant level of student engagement and understanding of RCI suggesting that these modules substantially promote learning and resilience planning while encouraging students to consider these areas as a professional career path. The paper outlines specific educational outcomes, including enhanced student interest in RCI careers and better preparation for addressing coastal challenges. By detailing these methods and results, the paper aims to provide a replicable model for educators seeking to integrate similar frameworks into their curriculum. This approach contributes valuable insights into the practice of engineering and resilience education in disaster-prone areas, ultimately supporting the development of a new generation of professionals equipped to handle the complexities of coastal resilience and disaster management.

This research-to-practice paper presents a strategy for educating future civil engineers in identifying Blue Economy strategies to develop more resilient coastal communities and transportation corridors. Coastal communities, essential hubs for population and economic activities, are increasingly vulnerable to hazards caused by extreme natural events due to their proximity to the ocean. Blue Economy, which advocates for the sustainable use of marine resources to promote economic growth and ecosystem health, is a focal point for these regions. Transportation corridors, lifelines for accessing jobs and opportunities in coastal areas, are exposed to heightened risks from natural events. This paper underscores the importance of preparing the engineering workforce community in designing a resilient transportation infrastructure that supports preparedness, mitigation, and post-disaster recovery efforts in coastal communities. The proposed framework for integrating Blue Economy principles into engineering education emphasizes the identification and implementation of strategies that enhance resilience and sustainability of coastal communities. A case study is included as a practical application of these concepts in coastal development.

This research to practice paper describes two NSF-funded projects: The “Program for Engineering Access, Retention, and LIATS Success“ (PEARLS) and the “Academic and Socioemotional Support Ecosystem for Talented low-income STEM Students“ (ASSETS). These initiatives aim to support low-income, academically talented students pursuing STEM degrees, offering academic, socio-emotional, and financial assistance. Both projects provide mentoring, workshops, mental health services, and scholarships. Outcomes have shown increased engagement, retention, and graduation rates among participants compared to non-participants. Retention and persistence rates among PEARLS participants reached 97% and 96.3% respectively, showcasing the model effectiveness in keeping students focused on their studies. Graduation rates saw remarkable improvements, with on-time graduation rates soaring to 4.17 times that of non-participating students. The paper presents a robust framework for an integrated support ecosystem, emphasizing scalability and replicability across diverse institutions. By addressing the challenges faced by underprivileged students during environmental crises, this framework aims to foster equity and inclusion in higher education, ensuring all students have the support they need to succeed.

Coastal communities are exposed to multiple natural hazards including hurricanes, earthquakes, tsunamis, storm surges, and nuisance and riverine flash floods. To mitigate these hazards, it is important to educate and train our students to the phenomenology and design resilient infrastructure that can withstand the impact of extreme natural events. This paper presents the outcome of an experiential learning course that was adapted and offered as part of a project funded by the Department of Homeland Security (DHS). The instructional approach that was used in the course was Project Based Learning (PBL) using case studies as a teaching and learning tool. This approach allowed students to learn through their own experience while encountering a real-life infrastructure problem that needs to be addressed and solved. The result of their work was reported as a case study. The course main goal is to provide students with a broader perspective of natural hazards that may be encountered during their professional practice as engineers and how they, as professionals, can mitigate damage to infrastructure due to natural extreme flooding events that cause the subsequent community disasters by designing and building resilient and sustainable infrastructure. Students learned the nature of the flooding phenomena and how to manage nuisance, riverine, and coastal floods. Through knowledge gained by participating in literature search, lectures, and discussions, students were able to document and define the needs, scope, and characteristics of the problem to be solved. They also learned the considerations of the resilience cycle to appropriately define, design and recommend resilient alternative solutions,. The locations that were selected for the semester-long project were various coastal communities in Puerto Rico. Due to its location at coastal communities close to the ocean, and in a seismic area (with alluvial sandy soils and high-water table level), the communities are exposed to multiple natural hazards. Students were exposed to grey, green and hybrid alternative structural and nonstructural solutions that can be applied through the engineering design process. At the end of the semester the students provided a technical report, an oral presentation of their work, and reflected on the lessons learned which were replicable and transferrable to other similar sites at risk in the Island and beyond. Students indicated that they were able to appreciate and understand the risk, exposure, and vulnerability of the natural and built infrastructure, and the importance of always taking into consideration the significance of the social impact.

This paper analyzes, from a servingness perspective, the experiences of students in a Hispanic Serving Institution (HSI) implementing personalized mentoring strategies as part of an NSF-funded, S-STEM program. The program objective was to increase the retention and success of low-income academically talented students. We discuss the results of using Individual Development Plans (IDP) to help students establish post-graduation goals and action plans to reach them. The IDPs also maintained a flexible structure that allowed students for morphing both their plans and envisioned outcomes, as they progressed in their chosen academic programs. Student outcome expectations were assessed at three stages of their development: in their first year, as juniors in what can be considered a mid-point of their development, and during their fourth year of program participation.

The prevalent gap between students from different socioeconomic statuses (SES) affects multiple aspects of our social functionality. Among its effects, the SES gap directly impacts the opportunities to which students have access while in college and beyond. This paper discusses the efforts and partial results of a program aimed at bridging such differences for low-income, academically talented students (LIATS) in a Hispanic Serving Institution (HSI). The reported approach leverages the relations with a group of industry partners to provide LIATS with scholarships, professional mentorship, work-shops, and on-the-job training opportunities while sharing with the in-dustry the students' e-portfolios, professional profiles, and resumes, developing a symbiotic relationship where both benefit. After three years of interactions, the results show how these opportunities helped LIATS develop their skills, leadership, and competitiveness as future STEM professionals. The experience also demonstrates that profes-sional growth opportunities are critical for engaging LIATS in real-life contexts where they collaborate and interact with industry part-ners, and for providing them with opportunities that help to bridge the SESgap.

This paper presents a project-based learning initiative, the Resilient Infrastructure and Sustainability Education - Undergraduate Program (RISE-UP), aimed at addressing the infrastructure challenges in Puerto Rico caused by natural disasters. The program, funded by the National Science Foundation, involves interdisciplinary collaboration between the Civil Engineering Department, School of Architecture, and Psychology Department at the University of Puerto Rico. The focus of this paper is on the design of modular classrooms as a solution to the educational facilities' shortage caused by recent hurricanes and earthquakes. The design solution incorporates features such as portability, natural lighting, ventilation, and self-sufficiency in power and water supply during emergencies. The project follows a three-phase approach, including conceptualization, problem analysis, and detailed design. The students utilized design tools such as virtual reality to enhance their understanding and visualization of the project. The paper discusses the positive impact of the project-based learning experience on student development of interdisciplinary critical thinking skills and collaboration. This initiative demonstrates the effectiveness of integrating design education, research skills, and real-life case studies to prepare future professionals for designing resilient and sustainable infrastructure. The authors acknowledge the support of the NSF and express gratitude to the RISE-UP teaching team and student participants for their contributions to the design projects.