2026 ASEE Annual Conference & Exposition

Bridging Knowledge Gaps in Pre-Service Teaching: Developing a Program in Naval Engineering Education (Evaluation)

Developing a sustainable Navy STEM workforce begins with preparing educators who can effectively connect students to the science and technology behind naval innovation. To address this need, two public R1 universities jointly host a four-week summer training program for preservice teachers. This program focuses on STEM education related to submarine manufacturing, regional workforce need, and national defense priority. The program builds participants’ capacity to integrate authentic, engaging naval STEM content into K-12 instruction. To achieve this, the program offers participants hands-on experience in classrooms, mentorship from veteran teachers, and field trips. While open to all levels of preservice teachers, the program intentionally targets those focusing on elementary education, as research shows that late elementary to early middle school are formative years when students’ attitudes toward STEM often shift, influencing their long-term interest (1). Furthermore, teacher preparation plays a pivotal role in sustaining student engagement in STEM. Many elementary and middle school teachers report limited confidence in teaching science and mathematics effectively (2), often due to insufficient preservice preparation and a lack of ongoing professional development (3). This lack of confidence can unintentionally transmit anxiety or disinterest to students, diminishing classroom curiosity (4). By providing targeted, context-rich training in engineering and naval STEM concepts, the teacher training enhances both content knowledge and pedagogical self-efficacy, empowering future teachers to create inquiry-driven, engaging learning environments that promote curiosity and confidence in STEM.
During its first two years, program participants commuted daily to either institution, and to field sites up to nearly two hours away. Feedback indicated that this extensive travel posed a major barrier to participation and may have limited enrollment. In response, the program is transitioning to a flexible residential model that allows participants to live on campus or commute, enhancing access, collaboration, and learning cohesion. The program has also evolved pedagogically, expanding beyond the Next Generation Science Standards (NGSS) to incorporate the International Society for Technology in Education (ISTE) and Common Core Math Standards, fostering a more integrated understanding of interdisciplinary STEM instruction within naval contexts. Together, these structural and curricular updates position the training to engage more preservice teachers, deepen their understanding of naval STEM applications, and strengthen the regional pipeline for a future-ready Navy STEM workforce.
This paper will share key insights from the program’s development and implementation, including observations from program staff and feedback from teacher mentors. Lessons learned from the first two program years will be discussed, with a focus on how this feedback informed the evolution of both program content and structure. Specifically, we will highlight how stakeholder input guided the transition to a residential model, the integration of interdisciplinary standards, and refinements in pedagogical strategies designed to enhance teacher confidence and STEM engagement. Future work will also be discussed, including a pending IRB study to collect and analyze interviews from past and current participants to assess the programmatic changes, as well as to longitudinally study the 2025 and 2026 cohorts to evaluate the impact of this program.

Authors

Miss Jada-Lynn De Laia Vercosa-Bennett University of Connecticut [biography]

Jada Vercosa is a Ph.D. student in Engineering Education at the University of Connecticut and a graduate assistant with the ANCHOR program. Her research focuses on the development of trade identity and its influence on workforce participation and persistence within technical and naval STEM fields. Through her work with the UNITE program, Jada supports research evaluation and program assessment to strengthen teacher preparation and workforce readiness efforts. Her broader interests include workforce development, identity formation in engineering and technical trades, and the integration of transdisciplinary methods to enhance retention and belonging across STEM education and training pipelines.
Elizabeth DeLoreto The University of Connecticut [biography]

Elizabeth DeLoreto is an Educational Program Assistant for the UConn Navy STEM Coalition. In this role, she supports K–12 STEM outreach through classroom engagement, expo-style events, and program operations to introduce students to STEM careers and higher education pathways. She spearheaded the development and implementation of the 2025 UNITE Program and will continue to lead the 2026 UNITE cohort. During this program, she supports pre-service teacher development while increasing awareness of career pathways within the naval sector.
Frances Webber The University of Rhode Island [biography]

Fran Webber is a Research Coordinator with the URI Navy STEM Program where she plans and executes research to evaluate outreach programming and develops communications to share program impact. Fran is also the coordinator for the UNITE Fellowship at URI. She has a background in ocean science, outreach, and communications.
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.
Dr. Alexandra Hain University of Connecticut [biography]

Dr. Lexi Hain is an Assistant Professor in the School of Civil and Environmental Engineering at the University of Connecticut (UConn) and has served as the Director of the UConn Navy STEM Education Program since 2021. She received her Ph.D. in Civil Engineering with a focus in Structural Engineering from UConn in May 2019. Dr. Hain’s work emphasizes workforce development through innovative educational programming, interdisciplinary collaboration, and hands-on research engagement. She has led initiatives designed to recruit, retain, and prepare students for careers in naval engineering, skilled trades, and related technical fields, fostering sustainable talent pipelines in support of Department of Defense priorities. In addition to her education leadership, her research focuses on novel construction materials, including ultra-high performance concrete (UHPC), and innovative inspection and repair techniques for civil infrastructure. She has served as principal investigator (PI) on projects supported by the Department of Defense, Office of Naval Research, the National Science Foundation, Connecticut Department of Transportation, and industry partners, integrating technical research with educational and workforce development objectives.

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