**1. Introduction**

Mobile makerspaces assist with building capacity beyond the university to assist with educator professional development toward using technologies and assist with providing connections to engineering outreach and engagement [1]. The dynamic nature of makerspace activity may help sustain faculty curiosity/intellectual growth through the inherent challenges. Mobile makerspaces offer strong internal outreach opportunities, with educators' responding positively to professional development centered on digital and design literacies offered in a mobile makerspace environment perhaps due to the creative and flexible approaches during pop-up activities. Mobile makerspace pop-up activities increase awareness and understanding of digital literacies in an active learning atmosphere [2]. This provides a mobile benefit to remote institutions serving underrepresented minority (URM) communities. Digital literacies in mobile environments often incorporate use of creative mobile technologies: 3D modeling, fabrication, robotics, laser cutting and lendable technologies. In addition to providing increased access, mobile makerspace has shown to positively connect to engineering outreach, increasing diversity within engineering education

tasks [1]. Mobile makerspace have shown to excite diverse audiences but often lack robust participation in curricular models. Research needs include contributing mobile makerspace curriculum approaches in which improved participation through pop-up challenge layout and instructional foster participation beyond excitement to strong engagement [3]. The La Frontera mobile STEM pilot project provides for the delivery of makerspace popup activities to allow for personalized expressions of interests and values, promoting higher engagement and interest. Mobile makerspaces will mitigate isolation issues in STEM education. Advancing post-secondary success of underrepresented minority communities through the availability to Indigenous and/or Hispanic serving institutions (HSI) in rural communities can significantly positively influence and increase the number of URM attaining postsecondary STEM degrees. [4]. Current post-secondary institutions serving underrepresented minorities often lack strong STEM mentorship systems along with many students feeling culturally isolated in STEM undergraduate programs. HSI's represent a critical component serving the "marginalized majority" by focusing on service to an many first generation Hispanic students, targeting individual student needs [4]. 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. Establishing and supporting a makerspace culture continues to gain momentum and attention from policymakers, leaders, and scholars, but literature lacks a deep understanding of the maker communities and how they can be leveraged among families to support learning [5]. 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.
