Dr. Love possesses a wealth of knowledge and experience in STEM (science, technology, engineering, and mathematics) education. Prior to earning his Ph.D. he taught integrated STEM courses in Maryland’s Public School System. He earned his Ph.D. in Curriculum and Instruction from Virginia Tech, with a focus on Integrative STEM Education and Higher Education Administration. While at Virginia Tech, Dr. Love helped deliver science and engineering instruction for elementary educators participating in the Virginia Initiative for Science Teaching and Achievement (VISTA) project. He is nationally recognized for his work related to the safer design of makerspaces and collaborative STEM labs. Dr. Love is an Authorized OSHA Trainer for General Industry and serves on the Safety Advisory Board for the National Science Teaching Association (NSTA). He has also served on committees at the state and national level that developed the new PreK-12 science, technology, and engineering standards. In recognition of his work, Dr. Love has received awards from professional organizations such as the ITEEA and TEEAP. Prior to Dr. Love's arrival at Penn State Harrisburg he was a tenured associate professor and program coordinator at the University of Maryland Eastern Shore. He is a graduate of nearby Palmyra Area High School.
Examining teacher preparation and Pedagogical Content Knowledge (PCK) within Integrative STEM (Science, Technology, Engineering, Mathematics) Education
Safety and design related issues associated with makerspaces and collaborative STEM labs
Computational thinking and physical computing within STEM education applications
Selected recent publications. For a full list of publications, please refer to Dr. Love’s curriculum vitae.
Love, T. S., & Roy, K. R. (2022). Safer engineering and CTE instruction: A national STEM education imperative. International Technology and Engineering Educators Association.
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.
Love, T. S., & Love, Z. J. (2022). 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.
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(2022).
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.
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), 35-43.
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.
Asempapa, R. S., & Love, T. S. (2021). Teaching math modeling through 3D-printing: Examining the influence of an integrative professional development. School Science and Mathematics, 121(2), 85-95.
Roy, K. R., & Love, T. S. (2017). Safer makerspaces, fab labs and STEM labs: A collaborative guide! National Safety Consultants, LLC. ISBN-13: 978-0-692-92408-2
Ph.D. in Curriculum and Instruction (Virginia Tech)
Graduate Certificate Higher Education Administration (Virginia Tech)
Graduate Certificate Integrative STEM Education (Virginia Tech)
M.Ed. in Curriculum and Instruction (Virginia Tech)
B.S. in Technology Education (University of Maryland Eastern Shore)