The summative external evaluation examined the impact of E-PATH on faculty and students participating in peer-facilitated recitation sessions and active teaching professional development over two years. The project addressed persistent challenges in undergraduate engineering, particularly for women, related to student retention and persistence.

Findings revealed that women students experienced feelings of marginalization and intimidation, especially in engineering courses with significantly higher male enrollment. Despite these challenges, women articulated clear strategies that supported their persistence and success along the engineering pathway. Students from underrepresented groups also reported limited access to peer and faculty networks and a lack of visible role models within engineering disciplines.

The peer-facilitated recitation sessions demonstrated a positive social impact, particularly for Hispanic women. Increased opportunities for collaboration were associated with higher levels of social engagement and connection. Quantitative survey analyses across three engineering courses identified a significant effect of race and ethnicity on students’ comfort in asking questions, collaborating with peers outside the classroom, and applying mathematical concepts.

Overall, findings suggest that peer-facilitated instruction, particularly within two-year college contexts, can strengthen social engagement, learning experiences, and persistence for underrepresented students in engineering. The E-PATH model shows promise for broader replication to support equity and participation across engineering education pathways.