Faculty and Staff

Dr. Love is a Professor and Coordinator of Undergraduate Technology and Engineering Education, and Director of Graduate Studies in Career and Technology Education at the University of Maryland Eastern Shore (UMES). He previously taught technology and engineering (T&E) education in Queen Anne’s County Public Schools and Howard County Public School System. Dr. Love is an Authorized OSHA Trainer for General Industry. He has served on committees at the state and national levels that developed P-12 engineering education standards. Prior to UMES he was an Assistant Professor of elementary/middle grades STEM education Penn State University’s Capital Campus. Dr. Love was an honor’s program student and student athlete (baseball) at UMES where he received his bachelor’s degree in Technology Education.

• Ph.D. – Curriculum and Instruction, Virginia Tech
• MAEd – Curriculum and Instruction, Virginia Tech
• Graduate Certificate- Integrative STEM Education, Virginia Tech
• Graduate Certificate- Higher Education Administration, Virginia Tech
• B.S. – Technology Education, University of Maryland Eastern Shore

• Safety and Risk Management in STEM Education Labs and Makerspaces
• Technology and Engineering Teacher Preparation
• Pedagogical Content Knowledge (PCK) in Technology and Engineering Education
• Physical Computing

*Below is a list of select publications. Full list available at Google Scholar

Books

• Love, T. S., & Roy, K. R. (2022). Safer engineering and CTE instruction: A national STEM education imperative. International Technology and Engineering Educators Association. https://www.iteea.org/SafetyReport.aspx
• Roy, K. R., & Love, T. S. (2017). Safer makerspaces, fab labs and STEM labs: A collaborative guide! National Safety Consultants, LLC.
• DeLuca, V. W., & Haynie, W. J. (2014). Designing safer learning environments for integrative STEM education (4th ed., revised by T. S. Love & K. R. Roy). International Technology and Engineering Educators Association.

Book Chapters

• Love, T. S., & Roy, K. R. (in press). Professional development for inservice teachers: What does it mean to teach a standards-based technology curriculum. In P. J. Williams, M. C. Hoepfl, & S. R. Bartholomew (eds). Standards-Based Technology and Engineering Education. Contemporary Issues in Technology Education series. Springer.

Articles

• Love, T. S. (in press). Embedding safety in integrative STEM teaching methods courses for pre-service elementary educators. Journal of Technology Education.
• Hughes, A. J., Love, T. S., & Dill, K. (2023). Characterizing highly effective technology and engineering educators. Education Sciences, 13(6), 1-11. https://doi.org/10.3390/educsci13060560
• Love, T. S. (2023). Examining middle school students’ attitudes toward computing after participating in a physical computing unit. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2194326
• Love, T. S., Napoli, M., & Lee, D. (2023). Examining pre-service elementary educators’ perceptions of integrating science instruction using poetry. School Science and Mathematics, 123(2), 42-53. https://doi.org/10.1111/ssm.12569
• Love, T. S., Roy, K. R., & Sirinides, P. (2023). A national study examining safety factors and training associated with STEM education and CTE laboratory accidents in the United States. Safety Science, 160(106058), 1-13. https://doi.org/10.1016/j.ssci.2022.106058
• Love, T. S., & Roy, K. R. (2023). Critical safety considerations to support CTE. ACTE Techniques, 98(1), 32-35. https://www.acteonline.org/tech-safety-practices/
• Love, T. S., & Love, Z. J. (2023). The teacher recruitment crisis: Examining influential recruitment factors from a United States technology and engineering teacher preparation program. International Journal of Technology and Design Education, 33(1), 105-121. https://doi.org/10.1007/s10798-022-09727-4  
• Love, T. S., Cysyk, J., Attaluri, A., Tunks, R. D., Harter, K., & Sipos, R. (2023). Examining science and technology/engineering educators’ views of teaching biomedical concepts through physical computing. Journal of Science Education and Technology, 32(1), 96-110. https://doi.org/10.1007/s10956-022-09996-7
• Love, T. S., & Asempapa, R. (2022). A screen-based or physical computing unit? Examining secondary students’ attitudes toward coding. International Journal of Child-Computer Interaction, 34(100543), 1-16. https://doi.org/10.1016/j.ijcci.2022.100543
• Love, T. S., Bartholomew, S. R., & Yauney, J. (2022). Examining changes in teachers’ beliefs toward integrating computational thinking to teach literacy and math concepts in grades K-2. Journal for STEM Education Research, 5, 380-401. https://doi.org/10.1007/s41979-022-00077-3.
• Love, T. S., Roy, K. R., Gill, M., & Harrell, M. (2022). Examining the influence that safety training format has on educators’ perceptions of safer practices in makerspaces and integrated STEM labs. Journal of Safety Research, 82, 112-123. https://doi.org/10.1016/j.jsr.2022.05.003
• Love, T. S., Attaluri, A., Tunks, R. D., Cysyk, J. & Harter, K. (2022). Examining changes in high school teachers’ perceptions of utilizing 3D printing to teach biomedical engineering concepts: Results from an integrated STEM professional development experience. Journal of STEM Education: Innovations and Research, 23(2), 30-38. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2573
• Love, T. S., & Hughes, A. J. (2022). Engineering pedagogical content knowledge: Examining correlations with formal and informal preparation experiences. International Journal of STEM Education, 9(29), 1-20. https://doi.org/10.1186/s40594-022-00345-z
• Love, T. S. (2022). Examining the influence that professional development has on educators’ perceptions of integrated STEM safety in makerspaces. Journal of Science Education and Technology, 31(3), 289-302. https://doi.org/10.1007/s10956-022-09955-2
• Love, T. S., & Maiseroulle, T. (2021). Are technology and engineering educator programs really declining? Reexamining the status and characteristics of programs in the United States. Journal of Technology Education, 33(1), 4-20. https://doi.org/10.21061/jte.v33i1.a.1

Conference Papers

• Love, T. S., Hutzel, B., & Brusic, S. (2023). An overview of state developed P-12 standards for technological and engineering literacy. Paper presented at the Annual Conference and Exposition of the American Society for Engineering Education, Baltimore, MD.
• Love, T. S., & Roy, K. R. (2023). Safety factors and accidents in P-12 pre-engineering and engineering design courses: Results from a national study. Paper presented at the Annual Conference and Exposition of the American Society for Engineering Education, Baltimore, MD.
• Love, T. S., & Hughes, A. J. (2023). A physical computing professional development study: Examining differences in male and female teachers’ attitudes toward computing. Paper presented at the Annual Conference and Exposition of the American Society for Engineering Education, Baltimore, MD.
• Hughes, A. J., & Love, T. S. (2023). Student success during educator scaffolded engineering design experiences. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Love, T. S. (2022). Accident occurrences and safety issues reported by mid-Atlantic P-12 engineering education programs. Paper presented at the Annual Conference and Exposition of the American Society for Engineering Education: Middle Atlantic Section, Harrisburg, PA.
• Reed, P. A., Dooley, K., Love, T. S., & Bartholomew, S. R. (2022). Overview of standards for technological and engineering literacy. Paper presented at the Annual Conference and Exposition of the American Society for Engineering Education, Minneapolis, MN. https://peer.asee.org/41253
• Love, T. S., & Rajyaguru, J. (2022). Integrating computational thinking and engineering practices to teach STEM: Examining students’ attitudes about physical computing. Paper presented at the 95th Annual Meeting of the National Association for Research and Science Teaching, Vancouver, Canada.
• Love, T. S., Sirinides, P., & Roy, K. R. (2022). Examining factors associated with accidents in CTE and STEM education labs: A national safety study. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. https://doi.org/10.3102/1888047

• Wilburne, J. (P.I.), Mareno, A., Asempapa, R. S., & Love, T. S. (Co-P.I.). (2022-2027). Project PRIDE: Preparing and retaining secondary mathematics teachers who implement diversity and equity practices in high-need schools. Robert Noyce Scholarship Program grant, National Science Foundation (Award No. 2151091). ($1,200,000). 
• Love, T. S. (P.I.), & Asempapa, R. S. (Co-P.I.). (2022). Teaching financial literacy through mathematical modeling. Link Foundation. ($10,000). 
• Love, T. S. (P.I.). (2021). A research, teaching, and professional development GRA mentorship experience in STEM education. Graduate Research Experience and Training grant, The Pennsylvania State University. ($29,000).
• Love, T. S. (P.I.)., Cysyk, J., Tunks, R., Harter, K., & Attaluri, A. (Co-P.I.). (2021). Using physical computing to teach how a heart functions: A professional development experience for high school biology and engineering teachers. Commonwealth Campus Center Nodes grant, The Pennsylvania State University. ($34,000).
• Love, T. S. (P.I.)., Asempapa, R. S., & Roufos-Abbey, N. (Co-P.I.). (2021). Teaching standards-based mathematical modeling, science, and engineering concepts through open-ended 3D printing design challenges. K-12 Project Based Learning grant, Lancaster County STEM Alliance. ($5,000). 

• International Technology and Engineering Educators Association (ITEEA) Council of STEM Leadership (CSL): Outstanding Local Leader Award – 2023
• American Society for Engineering Education (ASEE) Best Paper Award from the Fall Mid-Atlantic Section Conference – 2022
• ITEEA: Distinguished Technology and Engineering Educator (DTE) – 2022
• ITEEA’s Council on Technology and Engineering Teacher Education (CTETE): Outstanding Research in Technology Education Award – 2022
• ITEEA’s CTETE Gerhard Salinger Award for Enhancing STEM Education through Technological/Engineering Design-Based Instruction – 2020
• ITEEA Special Recognition Award for Outstanding Service – 2020
• CareerSafe® Safety Educator of the Year Award – 2018
• ITEEA’s Dr. Gerald Day Excellence in Authorship Award: Top Peer-Reviewed Article by a University/Classroom Teacher Team – 2017
• Technology and Engineering Educators Association of Maryland (TEEAM) State Leadership Award – 2017
• UMES “Ductus Exemplo” Distinguished Alumnus Award – 2015
• ITEEA’s CTETE Silvius-Wolansky Outstanding Publication Award – 2015
• Technology and Engineering Education Association of Pennsylvania (TEEAP) Dr. Nevin Andre Outstanding TEEAP Journal Article Award – 2014

JoAnn Eliff serves as an administrative assistant who assists students with questions related to graduate level CTE, WBL, and PTE courses.

Marianne Hollerbach serves as an administrative assistant who assists students with questions related to undergraduate level CTE, WBL, and PTE courses.

Dorothy Brown serves as an instructor of undergraduate and graduate level WBL courses. She was previously a coordinator of Work-Based Learning for Anne Arundel County Public Schools.

Melvin Gill is the Technology & Engineering Department Chair at Chesapeake High School in Anne Arundel County. Previously, Mr. Gill was the Technology & Engineering Education Department Chair at Meade High School from 2010 to 2022 and taught in the department since August 2005. He earned his undergraduate degree in Technology Education and a Master of Education in Career and Technology Education from UMES. Melvin has taught several different courses for UMES since July of 2012. In addition to teaching, Mr. Gill serves as the International Technology and Engineering Educator’s Association’s (ITEEA) state champion for Maryland.

• M.Ed. – Career and Technology Education, University of Maryland Eastern Shore
• B.S. – Technology Education, University of Maryland Eastern Shore

• Safety in T&E Labs
• T&E Teacher Preparation

• Love, T. S., Roy, K. R., Gill, M., & Harrell, M. (2022). Examining the influence that safety training format has on educators’ perceptions of safer practices in makerspaces and integrated STEM labs. Journal of Safety Research, 82, 112-123. https://doi.org/10.1016/j.jsr.2022.05.003
• Gill, M., & Love, T. S. (2021). Laser focused on laser engraver/cutter safety. Technology and Engineering Teacher, 80(5), 21-23.
• Love, T. S. & Gill, M. (2020, October). Maryland’s results from the 2020 T&E education safety survey. Presentation at the annual meeting of the Technology and Engineering Educators Association of Maryland, Virtual Conference.
• Gill, M., Koperski, K, Love, T. S., & Roy, K. R. (2019). Developing a culture of safety through departmental planning. Technology and Engineering Teacher, 79(1), 22-25.

• International Technology and Engineering Association (ITEEA): Professional Recognition Award, Outstanding Affiliate Representative, 2021
• Anne Arundel County Public Schools: STEM Teacher Fellow Award, Spring 2021
• Anne Arundel County Public Schools: STEM Teacher Fellow Award, Spring 2020  
• ITEEA: Emerging Leader, March 2019

Charles Hagan serves as an instructor of undergraduate and graduate level CTE and PTE courses. He has experience as an administrator in Maryland’s Public School System.

Coming soon

Coming soon

Alan C. Reese is the author of the chapbook Reports from Shadowland. His poetry, essays, and reviews have appeared in Smartish Pace, Gargoyle, The Blue Mountain Review, The Baltimore Sun, Maryland Poetry Review, Potomac Review, Delaware Review, Welter, Grub Street, Attic, Bicycle Review, Danse Macabre, and the Loch Raven Review. He was the editor and founder of Dancing Shadow Review  and the president of Abecedarian Books, Inc., a small press publisher for ten years. He served as the president of the Harford Poetry Society for two years. He taught for 18 years and served as the Gifted and Talented Resource Teacher for middle schools in Baltimore County. Additionally, he has taught classes and inservice courses in reading and writing for MCCTES, CCBC, Towson University, and UMES for over 15 years.

• Master’s Equivalency, Baltimore County Public Schools
• B.A. – English and Education, Towson University