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This paper continues the investigation of findings from a multi-year project that is initiating technology supported experimental centric approaches to learning in electrical and computer engineering courses at 13 historically Black colleges and universities (HBCUs). One of the personal instrumentation tools supporting experimental student-centered learning at these institutions is the Analog Discovery Boards (ADBs). The content or setting of use reflects introductory, circuits, and supporting electrical and computer engineering courses. The students consisted of undergraduates enrolled in engineering courses across the 13 member institutions. The authors provide an overview of learning theories that support experiential learning, followed by brief overviews of selected validated instructional modules that utilize experiential learning in engineering classes (modules will range from introductory to senior project use). Evidence-based outcomes related to students are presented that document the impact on the selected student outcomes. The findings also include catalysts and barriers to implementation and potential needs for sustainability.

Matched Assessment Data Set for Experiment-Centric Pedagogy Implementation in 13 HBCU ECE Programs