**5. Results**

Early outcomes of the La Frontera Mobile STEM program provide insight as to how makerspace pop-up activities might improve faculty development approaches and to improve faculty self-efficacy and abilities to integrate educational technology into formal learning experiences serving remote and isolated URM populations. Activities designed in the Summer and Fall of 2022 by museum STEM teachers and the La Frontera research team resulted in 8 popup stations designed to introduce participants to future ready skills needed in the agricultural industry All activities encompass a career awareness component, which is available in both Spanish and English. Tactile components included in the makerspace program incorporated a cardboard challenge, fabrication printing, Arduino watering station, wind wattage challenge, drone cattle search, microbit weather station, cacti catastrophe, and a citizen scientist challenge. All activities do require electricity but do not require broadband access, as many areas located along the Texas Mexico border lack connectivity. After participating in a 6-month training, Noyce scholars began teaching informally through the mobile program. For many scholars, this was their first introduction to teaching.

The La Frontera Mobile STEM program has reached over 3348 participants since programing began in January 2023. The mobile van has traveled 2380 miles or 3830 kilometers serving several isolated communities with additional programing planned in the summer of 2023. The mobile van has visited several middle schools, the community college, university, and surrounding public libraries. Noyce scholars and mentors are learning how to incorporate coding, fabrication printing, drones, and multimedia while teaching in a fun and low stress environment. Participants are asked to participate in a program survey to investigate their attitude or engagement of activities. Seven Noyce preservice teachers, six mentors, and additional faculty have participated in training events. All seven Noyce preservice teachers along with STEM faculty have facilitated mobile makerspace activities.

During the last academic year, the program is lending considerable support toward achieving the goal of improving current support systems for STEM teaching enrollment, retention, and faculty development by strengthening relationships between institutions, departments, and the community at large. All participants were invited to participate in a pretest data collection. Although sample sizes continue to be small, the pre-test portion included 13 participants, 7 Noyce scholars and 6 mentors. Not all mentors have participated in hosting mobile pop up activities but all have participated in the faculty development training. All Noyce scholars have participated in hosting a mobile STEM lab event at either the community college, university, public library, or secondary school. T-STEM analysis revealed that twenty-first Century Learning Attitudes found a significant finding (p < .05) that preservice teacher reported a higher confidence toward teaching in the twenty-first century skills compared to mentor teachers as measured by the T-STEM survey. TPSA C-21 analysis determined that mentor self-perceived competence toward using the World Wide Web, teaching

while integrating technology to be higher than preservice teacher perceptions, with results educationally significant (p < .05) in the area in two areas spreadsheet and newsletter. Data analysis indicated that Teacher Efficacy and Attitudes toward STEM, pretest data reported preservice teachers' efficacy and beliefs toward having the necessary skills to teach as significant (p < .05) compared to faculty. Data indicated that males self-reported a higher efficacy toward the World Wide Web while females reported a higher efficacy toward teaching with technology. Analysis of culturally responsive teaching revealed a significant finding (p < .05) suggesting that science content teachers report a higher culturally responsive attitude toward inclusion and attitudes compared to math content teachers. Further, science content teachers reported a higher use of culturally responsive practices compared to math content teachers. The teacher preparation program has experienced a strong increase in enrollment of math majors seeking a teaching certification. It is expected that the pilot project will exceed the Noyce en la Frontera grant goals of increasing the number of highly qualified STEM teachers by 10% as the program has doubled in size over the last academic year. Excitement of the La Frontera Mobile STEM van may be a contributing factor toward improving interest, enrollment, and retention of STEM majors seeking a teaching certification.
