2026 ASEE Annual Conference & Exposition

Teaching Engineering for Democracy: Equipping Social Studies Teachers in Grades 6-12 to Bring Industrial and Systems Engineering Principles into Humanities Classrooms

Presented at Liberal Education/Engineering & Society Division (LEES) Technical Session 8

This paper presents data on the efficacy of teacher professional development on classroom implementation of K-12 curricular resources for teaching industrial and systems engineering. The project is based on modules which were developed through collaboration of ISE faculty and graduate students working with K-12 science teachers, and can be adapted for different grade levels. The Next-Generation Science Standards-aligned activities engage students in the process of engineering, through the lens of an in-person voting system. Students test, redesign, and collect data on various iterations of in-person voter layouts, followed by a virtual visit to a university’s engineering lab. While originally envisioned as a means of introducing active university level research to K-8 general studies and science classrooms, the applicability for social studies, civics, and government classrooms in higher grades allowed for further adaptation of this work. The classroom lessons expand student understanding of engineering fields, to include industrial and systems engineering, and recognize its impact on their communities, thereby expanding the scope of engineering education into K-12 social studies classrooms. Teacher professional development may increase adoption of these multi-disciplinary curriculum resources by equipping social studies teachers with basic knowledge of the engineering principles and applications imparted in the lesson. A one-day teacher professional development workshop for grades 6-12 social studies teachers was held at a large, public New England university. Surveys on teacher knowledge of engineering principles and confidence in teaching an engineering lesson were collected before and after the workshop. Surveys were also collected and interviews conducted after teachers had implemented the lesson in their classrooms. We anticipate that survey results will show that teacher knowledge of engineering principles and confidence in teaching an engineering lesson increased following the professional development workshop. Interview results will provide insight into challenges and successes with implementing the lesson in the classroom. Results will help to improve future adoption and delivery of industrial and systems engineering lessons in K-12 classrooms.

Authors

Dr. Valerie Maier-Speredelozzi The University of Rhode Island [biography]

Valerie Maier-Speredelozzi is an Associate Professor in the Department of Mechanical, Industrial and Systems Engineering at the University of Rhode Island. Her research interests include lean manufacturing, sustainability, system design across multiple industries, and human factors. She has worked with healthcare, service, military and manufacturing organizations. At URI, she coordinates the Naval Science and Technology concentration, and the Interdisciplinary Sustainability Minor. Since 2021, she has served as co-Director of the UConn-URI Navy STEM Coalition, dedicated to workforce development and pipeline growth for defense industries.
Sara R. Nunes The University of Rhode Island [biography]

Sara R. Nunes is a researcher for the Engineering for Democracy Institute at the University of Rhode Island. Her research focuses on the application of facilities layout planning and resource allocation in election spaces, with a specific concentration in election warehousing. As a graduate student at the University of Rhode Island, she has collaborated with the UConn-URI Navy STEM Coalition to develop a classroom resource for K-12 students to learn about applications of industrial and systems engineering in the election process.
Charlene Tuttle The University of Rhode Island [biography]

Charlene Tuttle is an award winning educator with a passion for learning and connecting with the world and its inhabitants. Twice recognized at the White House for excellence in teaching, as the 2019 Rhode Island Teacher of the Year, and previously as a Presidential Awardee. She impacts communities of adults and students, far and wide. Tuttle currently works at the University of Rhode Island with the NavySTEM coalition as an educator. In this capacity, she worked with the EDI team to link engineering, political action, and the classroom.
Rachele Limberakis The University of Rhode Island [biography]

Rachele Limberakis brings a breadth of experience in education, spanning elementary classrooms, STEM instruction, and educational technology leadership. She has supported educators through professional learning, guided district technology initiatives and curriculum development, and integrated innovative and assistive technologies into instruction. A frequent presenter at state and national conferences, she has received multiple grants and recognitions. Her work focuses on creating engaging, interdisciplinary learning experiences that help students explore interests and consider diverse future pathways, including her work with the EDI team.
Dr. Caroline Stabile The University of Rhode Island [biography]

Caroline Stabile is the Director of GEMS-Net, a partnership between the Feinstein College of Education at the University of Rhode Island and school districts across Rhode Island. Established in 1995, GEMS-Net advances science education through sustained, collaborative partnerships. Since 2023, GEMS-Net has partnered with the UConn-URI Navy STEM Coalition to design instructional resources and professional learning experiences that connect classroom science to current STEM research, with the goal of expanding students’ awareness of career and workforce pathways.
Dr. Gretchen A Macht The University of Rhode Island [biography]

Gretchen A. Macht, Ph.D., is an Associate Professor in the Department of Mechanical, Industrial & Systems Engineering at The University of Rhode Island, where she is the Founder and Executive Director of the Engineering for Democracy Institute. The Engineering for Democracy Institute (EDI) is a collective of students, professors, and election experts focused on improving operational efficiency in U.S. elections. Using engineering principles, EDI has created tools and guidelines, helped implement legislative changes, and addressed current election challenges, so far having a nationwide impact in 18 states, representing over 26 million registered voters. Dr. Macht is an HFES Science Policy Fellow and the 2024 URI Advanced Career Faculty Research and Scholarship Excellence Award.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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