This Innovative Practice paper describes the Local Research Experiences for Undergraduates (LREU) program that was established by the Computing Alliance of Hispanic-Serving Institutions (CAHSI) at Hispanic-serving institutions (HSIs) in 2021 to increase the number of students, particularly students from underrepresented populations, who enter graduate programs in computer science. Since its first offering in Spring 2022, the LREU program has involved 182 faculty and 253 students. The LREU program funds undergraduate research experiences at the students' home institutions with an emphasis on first-generation students and those with financial needs. The motivation for the program is to address the low number of domestic students, particularly Hispanics and other minoritized populations, who seek and complete graduate degrees. Research shows that participation in research activities predicts college outcomes such as GPA, retention, and persistence. Even though these studies inform us of the importance of REU programs, many programmatic efforts are summer experiences and, while students may receive support, faculty mentors rarely receive coaching or professional development efforts. What distinguishes the LREU program is the focus on the deliberative development of students' professional and research skills; faculty coaching on the Affinity Research Group model; and the learning community established to share experiences and practices and to learn from each other. Students, who are matched with faculty mentors based on their areas of interest, work with their mentor to co-create a research plan. Students keep a research journal in which they record what they have learned and identify areas for their growth and development as researchers. The LREU provides an opportunity for the LREU participants to cultivate a growth mindset through deliberate practice and reflection from personal, professional, social, and academic perspectives. The paper discusses the multi-institutional perspectives that help CAHSI understand the types of challenges faced in undergraduate research programs, how faculty mentors communicate and make decisions, and how mentors resolve challenges, allowing the research community to better understand students' and faculty experiences. In addition, the paper reports on research and evaluation results that documented mentors' growth in their knowledge of effective research mentoring practices and students' learning gains in research and other skills. The paper also describes the impact of the learning community, e.g., how it supports developing strategies for interaction with and mentoring students from underrepresented populations.

Utilizing the Affinity Research Group (ARG) model, the Computing Alliance of Hispanic Serving Institutions (CAHSI) has provided training for faculty and student research experiences for decades. ARG, a CAHSI signature practice, focuses on deliberate, structured faculty and student research, with accompanying technical, communication, and professional skills development. In the latest iterations that have spanned the pandemic and its recovery, CAHSI has iterated on a virtual training and support network for faculty and students interested in broadening the participation of Hispanic undergraduate students in computer science, to increase the number of Hispanics who move on to graduate studies in the field. This work-in-progress paper analyzes shifting support structures during a multi-year effort to promote undergraduate research development using the Affinity Research Group (ARG) model. As CAHSI grows to include research-intensive universities that have recently reached the 25% Hispanic enrollment threshold, the faculty mentor training has evolved to emphasize growth mindset and asset-based frameworks for working with undergraduate students in research, particularly important in computing departments which graduate students are more commonly engaged in research. The paper describes areas of need as the populations of faculty and students shift. It addresses the questions: R1) How do faculty engaged in the LREU shift perspectives regarding a) student selection for research, b) pedagogical purposes of research for student development, and c) their ability to implement ARG? R2) To what extent do designed elements of the LREU professional development inform faculty practice and faculty perspectives regarding undergraduate research?

The primary purpose of PATHS (Path Ambassadors to High Success), an NSF-funded S-STEM scholarship program, is to create new pathways and strengthen existing pathways for academically talented, low-income Colorado high school and community college students to study computer science (CS) at Colorado School of Mines (Mines). PATHS has achieved the following major project goals: 1) Increase number of academically talented, low-income students studying CS in Colorado; 4) Increase retention of these students; 3) Establish an active on-campus community to support PATHS scholars and similar students; 4) Engage scholars to perform CS recruitment and outreach at area high schools and community colleges; 5) Evaluate PATHS activities through comparative analysis to provide new insights on best practices for attracting and retaining academically talented, low-income CS students; 6) Broaden participation of historically underrepresented groups in CS; and 7) Develop a new flexible degree program combining other STEM fields and CS. PATHS students are diverse (e.g., 40.8% from underrepresented groups in computing) and academically successful (e.g., mean GPA is 3.4). Thus far, the program has awarded scholarships to 49 students and retained 93.9% of the students. Of the 49 students, six have graduated and three of the six have also pursued a CS Master's degree.

Colorado Strategic Approach to Rally Teachers (C-START) has provided computer science (CS) professional development to 1,425 K-12 teachers from 2016 to the present impacting over 7,000 students (who are ~33% female and 21% from other underrepresented groups). Pre and post training surveys from the 2019 summer cohort revealed teachers made statistically significant gains in CS content knowledge, confidence in teaching CS, confidence in learning CS, motivation to learn CS, and knowledge of engaging students in CS. C-START professional development trainings are offered each year based on educator requests, such as Beauty and Joy of Computing, Mobile CSP, Java Programming, Web Programming, Snap!, CS Unplugged, and Introduction to Cryptography. Synergystically, the C-START program has hosted the National CSPdWeek three times featuring Bootstrap and Exploring Computer Science. C-START has had a significant positive impact in Colorado CS high school education. For example, in 2015, a year before C-START began, only 170 high school students in Colorado took the AP CS A exam and only 15.4% of those students were female. In 2018, 791 high school students took the AP CS A exam in Colorado and 20.6% of the exam takers were female. Similar positive outcomes exist for students from other underrepresented groups (e.g., from 7.3% to 21.3% for Hispanic/Latino). While C-START is not the only PD opportunity for Colorado teachers, we are confident that C-START is helping more Colorado students access CS education.

In spring of 2020, almost all campuses across the United States abruptly closed and shifted to remote instruction due to the COVID-19 pandemic. Students and faculty rapidly adjusted how they engaged in learning in a time of great social and economic upheaval. In this paper, we use the lens of equity-oriented student engagement to examine how computing departments facilitated student participation in educationally engaging activities during the campus closures. The National Science Foundation-funded INCLUDES Alliance, the Computing Alliance of Hispanic-Serving Institutions (CAHSI), is a network of computing departments dedicated to increasing the representation of Hispanics in computing education and careers. We present results from a survey administered in spring 2020 to over 900 CAHSI students in 14 computing departments at Hispanic-Serving Institutions and interviews with 30 faculty, department chairs, and leaders. Though students reported increased financial and mental health struggles, they reflected on the myriad ways that faculty and peers supported their learning and sustained their engagement in coursework and co-curricular opportunities. In response to the pandemic, faculty and student leaders structured supports, such as peer-led team learning sessions and student clubs, to operate effectively in remote environments to promote student engagement.

This paper builds from over a decade of engagement with an equity-focused initiative, the Computing Alliance for Hispanic Serving Institutions, an effort to both transform and supplement the educational experiences of computing students attending HSIs. This grassroots effort engages faculty, primarily department chairs in computer science and computer engineering programs at Hispanic-serving Institutions, in developing and implementing research-based educational practices to support the recruitment, retention, and advancement of Hispanics in computing fields. While we have addressed how CAHSI activities influence student experiences in becoming computer scientists in other work [1,2,3] we turn to the faculty to understand how faculty at Hispanic Serving Institutions act on their roles as educators at institutions with traditions of inclusive missions in a technical field. The research questions that direct the paper are: How do faculty perceive their role in educating underrepresented students in STEM? How do institutional contexts and current events in computing education constrain and support faculty action towards equitable practice in computing?

In order to develop the engineers of the future, engineering departments need to embrace innovative, student-centered practices. The development and sustained growth of organizational improvement practices like those needed to improve engineering education depend upon an institutions' or departments' collective and individualized attention to human resources, leadership, knowledge development, revenue development and opportunities for continuous engagement. The literature in engineering education related to sustainability and curricular change indicates initial training and dissemination is necessary though not sufficient for change to take root, that all change agents need mentoring, collaboration opportunities, and venues for sharing their work, that innovative practices may vary across settings, and that a systemic effort needs continuous attention to remain robust. The paper provides CAHSI as an example of sustained innovation, and details the ways in which CAHSI was designed for sustained impact in engineering education across partnering Hispanic Serving Institutions. The paper highlights programmatic considerations and evaluation design, and describes how the results can inform leadership regarding progress and needs for sustaining change.

The widespread deployment of multicore systems over the last decade has brought about major changes in the software and hardware landscape. The resulting importance of parallel computing is reflected in the 2013 Curriculum Guidelines developed by the joint ACM/IEEE taskforce. The document recommends increased coverage of parallel computing and describes a new Knowledge Area on this topic. These recommendations have already been adopted by several universities in the form of new parallel programming courses. Implementing the recommendations in a complete curriculum, however, poses many challenges, including deciding on existing material to be removed, complying with administrative and ABET requirements, and maintaining caps on graduation credit hours. This paper describes an alternative approach for adopting the 2013 curricular recommendations on parallel computing. Specifically, we use a module based approach that introduces parallel computing concepts and re-iterates them through a series of short, self-contained modules taught across several lower-division courses. Most of these concepts are then combined into a new senior-level capstone course on parallel programming. Each module covers parallelism aspects in the context of a conventional computer science topic, thus enabling us to include parallel computing without a major overhaul of the curriculum. Evaluations conducted during the first year show encouraging results for this early-and-often approach in terms of learning outcomes, student interest, and confidence gains.

This paper describes the benefits of Peer-Led Team Learning (PLTL), an NSF-sponsored program in the sciences, to peer leaders serving in the Computing Alliance for Hispanic Serving Institutions (CAHSI). Beyond the benefits to students enrolled in the PLTL courses, survey findings show the majority of peer leaders report increased self-efficacy in teaching computer science, improved content knowledge, and better communication and leadership skills following a semester of leading PLTL. Results from this diverse group of leaders indicate no differences in gains between underrepresented minority and majority students, suggesting the program may provide a path for improving retention of underrepresented groups in the field.

Hispanics have the highest growth rates among all groups in the U.S., yet they remain considerably underrepresented in computing careers and in the numbers who obtain advanced degrees. Hispanics constituted about 7% of undergraduate computer science and computer engineering graduates and 1% of doctoral graduates in 2007--2008. The small number of Hispanic faculty, combined with the lack of Hispanic role models and mentors, perpetuates a troublesome cycle of underrepresentation in STEM fields. In 2004, seven Hispanic-Serving Institutions (HSIs) formed the Computing Alliance of Hispanic-Serving Institutions (CAHSI) to consolidate their strengths, resources, and concerns with the aim of increasing the number of Hispanics who pursue and complete baccalaureate and advanced degrees in computing areas. To address barriers that hinder students from advancing, CAHSI defined a number of initiatives, based on programs that produced promising results at one or more institutions. These included the following: a CS-0 course that focuses on adoption of a three-unit pre-CS course that uses graphics and animation to engage and prepare students who have no prior experience in computing; a peer mentoring strategy that provides an active, collaborative learning experience for students while creating leadership roles for undergraduates; an undergraduate and graduate student research model that emphasizes the deliberate and intentional development of technical, team, and professional skills and knowledge required for research and cooperative work; and a mentoring framework for engaging undergraduates in experiences and activities that prepare them for graduate studies and onto the professoriate. CAHSI plays a critical role in evaluating, documenting, and disseminating effective practices that achieve its mission. This paper provides an overview of CAHSI initiatives and describes how each addresses causes of underrepresentation of Hispanics in computing. In addition, it describes the evaluation and assessment of the initiatives and presents the results that support CAHSI’s claim of their effectiveness.