2026 ASEE Annual Conference & Exposition

Makerspaces are increasingly used in engineering education to create hands-on, collaborative environments that complement formal coursework and support students’ development as creative problem-solvers and self-directed learners. However, “opening a lab room after hours” does not, by itself, produce the access model and sustainability mechanisms that characterize effective makerspaces; particularly for Electrical and Computer Engineering (ECE), where test instrumentation, soldering, and electronics prototyping introduce distinct workflow and supervision needs. This paper presents the design and rollout of a dedicated ECE makerspace at a large public university created to address a departmental gap: ECE students lacked a proximate, appropriately equipped space to tinker, prototype, and collaborate outside scheduled laboratories. The new makerspace was designed with purposeful zoning, electronics-focused equipment, equipment tracking, and operating policies that balanced open access for students with safety and organization for staff. Initial observations indicate that the new space is well utilized and supported teamwork and prototype development. Findings show that lack of perceived need and lack of awareness are leading barriers, suggesting that curricular integration and early-program messaging are essential to equitable utilization. Finally, we provide recommendations for other ECE programs to design and implement their own makerspace.