Tyler S. Love, Ph.D.

Assistant Professor of Elementary/Middle Grades STEM Education, School of Behavioral Sciences and Education
Director, Capital Area Institute for Mathematics and Science (CAIMS)
Olmsted Building, W331
8 a.m. - 5 p.m.

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.


tyler love cv334.28 KB
  • 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. What the data tells us. International Technology and Engineering Educators Association. ISBN-13: 978-1-7366-120-2-6

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.

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., 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. 

Love, T. S., Cysyk, J., Attaluri, A., Tunks, R. D., Harter, K., & Sipos, R. (2022). Examining science and technology/engineering educators’ views of teaching biomedical concepts through physical computing. Journal of Science Education and Technology. 

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, 112-123. 

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), 30-38.

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. Paper ID #37425.

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)

EARTH 112: Climate Science for Educators
EDUC 313: Secondary Education Field Observation
EDSCI 454: Elementary Science Education Methods
EDUC 586: Educational Research Designs
EDUC 591: Education Seminar