Although the Hispanic population is growing rapidly, Latino students earn fewer degrees in STEM than their peers. Therefore, it is essential to implement strategies that increase retention and graduation rates in STEM for Hispanic students. There is little research on how collaborative multi-campus CUREs combined with additional academic support influence on low-income Hispanic students, and none that focuses exclusively on Puerto Rican students in STEM. Puerto Rico (PR), with a 99% Hispanic population, must be included in the educational research literature. This study examined the impact of the Research for Improved Student Experiences (RISE) program on STEM on two campuses of the Inter-American University of Puerto Rico. The program incorporated collaborative multi-campus CUREs, academic advising and peer tutoring, using a quasi-experimental design. The evaluation included psychosocial metrics such as self-efficacy, scientific identity and sense of belonging in a pre/post test design. These findings were triangulated with the differences between the experimental group and the control in retention, approval rate, and grades. The results revealed statistically significant improvements in all metrics. The findings of this study support the effectiveness of collaborative multi-campus CUREs, academic counseling, and peer-to-peer tutoring as valuable strategies for improving outcomes for low-income Hispanic students in Puerto Rico.