**6. Conclusion**

The La Frontera Mobile STEM Program is contributing toward understanding how remote mobile makerspace programs may influence isolated faculty serving unrepresented minority populations. Examining persistence through a lens of social influence will address gaps between the scientific community, makerspace community, industry, faculty, and mentoring and how relationships might be leveraged as an agent approach toward social change. Literature has shown the development of efficacy, identity, and values predicts URM persistence but the impact of makerspace on engagement in STEM have limited support in literature [5]. This pilot project examines how mentorship experiences within a makerspace community may contribute toward the development of self-efficacy among URM and address gaps to refine the scientific communities' understanding on how engagement within makerspace environments is not only established within URM remote communities but maintained to establish a culture of inquiry and hands-on approaches beyond informal learning. Broadening the use of evaluation instruments beyond measuring the impact of middle school and high school STEM programs would provide invaluable insights as to how informal learning approaches might serve to measure informal learning approaches on URM remote students as well as larger community efforts connecting K-12, community college, and university programs through a makerspace community effort. Hands-on learning experiences that incorporate literacies within a makerspace may be less intimidating and abstract for underserved students, families, community and faculty. Refocusing mobile makerspace outreach efforts to provide faculty development to support active learning and discovery would begin to address gaps identified in literature [2]. Outcomes of the pilot program consider how culturally responsive makerspace programs might impact teaching intervention approaches among underrepresented and remote populations. The impact of the pilot project has great potential toward improving faculty development so that diverse participation and persistence in STEM careers increases, improved STEM education and faculty development, increased public scientific literacy and engagement in STEM, and could *Enhancing Educators' Cultural and Digital Literacies through Makerspace Development Activities DOI: http://dx.doi.org/10.5772/intechopen.112613*

lead to a broader collaboration and partnership among industry, community colleges, Hispanic serving institutions assisting isolated populations.
