2026 ASEE Annual Conference & Exposition

It is increasingly important to develop a diverse engineering workforce to tackle engineering challenges creatively and effectively. Laboratory courses are critical components of an engineering education, fostering practical skills, belonging, and engineering identity. However, laboratory environments are often inaccessible to students with physical disabilities, contributing to their underrepresentation and exclusion in STEM fields. This paper addresses the accessibility challenges faced by physically disabled students in laboratory settings and presents the design and iterative prototyping of a workshop aimed at raising awareness and facilitating actionable solutions for laboratory accessibility. The workshop engages participants with a presentation and group discussions, ultimately guiding participants to evaluate laboratory spaces, identify barriers, and brainstorm accessible changes. Reflections from two workshop implementations reveal a widespread lack of prior consideration of lab accessibility, a strong desire for practical guidance, and the importance of collaborative, interdisciplinary approaches to creating inclusive lab environments. Recommendations for future workshop iterations emphasize immersive experiences and targeted discussions on lab activities. This work underscores the urgent need for continued research, education, and proactive design to ensure laboratories are accessible and inclusive, thereby supporting the retention and success of people with physical disabilities in STEM.