Engineering students face difficulties in accessing the resources required to succeed in their coursework. This study explores the impact of expanded resources on students from diverse engineering backgrounds taking the mandatory MATE 215 Introduction to Materials Engineering Laboratory course. It examines the effects of online tools and in-person guidance on student learning and engagement. A survey was designed and disseminated to assess the effectiveness of additional resources in improving student understanding. The survey was developed based on the author's engineering management knowledge and research on universal design in digital learning environments. It employed a mixed-methods approach to investigate the effects of centralized resources on student learning. The survey included both quantitative and qualitative questions to gauge student experience. The instructor also collected observational data on the student’s behavior and engagement during lab sessions. Preliminary findings suggest that providing supplementary resources creates a stress-free and inclusive environment that promotes student engagement and learning. The data also indicates that students from various engineering backgrounds benefit from having access to additional resources, as it enables them to approach the material from different perspectives and encourages collaboration and teamwork. The study's results have important implications for engineering education by highlighting how diversified resources enhance student learning. The findings can aid in developing new strategies and inventions to support student success, particularly for those from underrepresented backgrounds. Overall, the study's methodology and results can serve as a model for future research aimed at improving the quality of engineering education.