January 30, 2019
For the past fourteen years the CTETE Leadership Development Committee has been administering the Twenty-First Century Leader Associates (TCLA) program. This initiative was developed to facilitate a sense of community and provide activities and resources for scholarly and professional development opportunities for groups of early career technology education faculty. The success of the TCLA program was recognized by the ITEEA board as they determined what course of action was needed to implement a leadership development component of the strategic plan for ITEEA. A decision was made to join efforts and develop a 21st Century Leadership Academy (21st CLA) with the support of the Foundation for Technology and Engineering Education (FTEE) Gerrish Fund.
The aim of this program is to help technology and engineering educators gain additional skills to better deal with issues of performance, how systems and associations work, the role of finance in decision making, and how to merge ideas and ambitions in a positive manner. The 21st CLA program will provide a balance of practical and inspirational ideas to individuals who want to be leaders in the association and profession.
This is a program designed to create tomorrow's most successful and respected technology and engineering leaders, consultants, and strategic thinkers. This program incorporates knowledge and experiences from education leaders and other experts using practical and innovative advice on how leaders make a difference. Participants will be involved in important dialogue using the best wisdom from experts and practitioners across sectors.
This program is for the serious educator who wants to learn additional leadership skills to become a more effective leader in the technology and engineering profession. The program participant expectations are high and involvement in the profession after the formal program is required. The one year initial involvement in the program is only the beginning of an expectation for the participant to progress and practice their skills by leading others. One of the purposes of this program is to provide initial experiences to potential leaders so that they can evolve to become the next generation of leaders in the profession. Participants are expected to make this program a priority professional experience and actively participate in all planned activities.
It is our hope that participants set a goal of becoming a Distinguished Technology Educator (DTE). The DTE program requires a person to be an active leader in the field for a minimum of 10 years. This means that not only will participants receive professional development, but they will also be expected to be involved afterwards in association and professional development work.
FTEE/ITEEA/CTETE 21st Century Leadership Academy Class of 2021
Application process and list of expectations
Application for the 21st CLA program involves completing the nomination form and providing 2 letters of reference and a current resume or curriculum vitae. If accepted, participants are expected to fulfill the following requirements:
21st Century Leadership Academy
FTEE / ITEEA / CTETE
Nomination Form (word)
Nomination Form (pdf - preferred)
Please complete this form to be considered as a nominee for the 2021 class of the 21st Century Leadership Academy by January 15, 2020. Submit along with 2 letters of reference and current resume or curriculum vitae to Roger Hill; Rivers Crossing Bldg. 209; 850 College Station Road; University of Georgia; Athens, GA 30602, email: firstname.lastname@example.org. (Note: PDF format submission preferred)
2019 - 2020 – 21st Century Leadership Academy Fellows
Andrew Hughes, Ed.D., Assistant Professor
California State University San Bernardino
Andrew J. Hughes earned his Ed.D. through the Technology Education program at North Carolina State University. Prior to earning his doctorate, Andrew taught 2nd through 5th grade gifted; elementary courses focused on engineering and technology; 7th through 12th grade engineering, multimedia, manufacturing/material processing, and engineering/technical graphics courses in Pennsylvania. Andrew is a third generation Industrial Arts, Technology, and Engineering educator. Andrew's research interests lie in empowering students with STEM experiences that improve their interest and ability to pursue future STEM careers and schooling. Andrew also studies metacognition and how teachers' and students' knowledge and regulation of their thinking impacts their teaching/learning.
Deidre L. Kelly, Doctoral Student and Teaching Assistant
North Carolina State University
Deidre L. Kelly is a doctoral student in the Technology, Engineering, and Design Education Program at NC State University with a minor in Adult and Community College Education. Additionally, she is completing two certificate programs, one in Teaching and Communication and the other in Leadership. She earned a Bachelor of Arts degree in Communication from Niagara University in Western New York and a Master of Public Administration degree from North Carolina Central University. Deidre has worked in higher education for more than 15 years, first in marketing and public relations and then in student affairs and counseling. Ultimately, her goal is to teach at the collegiate level in the areas of communications technology, design theory, leadership, motivation, and change. Her research interests include the motivations of and influences on first-generation college students in engineering and technology education. Currently, she is conducting qualitative research through an NSF Improving Undergraduate STEM Education (IUSE) Grant with faculty from NC State, Embry-Riddle, and Texas Tech. Deidre serves as the 2018-2019 Epsilon Pi Tau Technology Honor Society President.
Byron McKay, Assistant Professor
Technology & Engineering Education
Pittsburg State University
Byron McKay earned an M.S. in Educational Leadership and a B.S.E in Technology & Engineering Education from Pittsburg State University. He taught technology & engineering and math in Missouri for several years before becoming an assistant professor at Pittsburg State University. He is now the Program Coordinator for the Technology & Engineering Education program and adviser for its student group TEECA. Byron focuses on STEM integration in his Technology & Engineering courses and also promotes hands on, practical application lessons to elementary education majors in his STEM emphasis classes. Byron serves in his community, working with students, in many ways, including being on the local Rec Board and Youth Program Coordinator at his church.
Molly Miller, Technology & Engineering Educator, Penn Manor High School
Ed.D. Candidate, University of Pittsburgh
Molly is currently an Ed.D. student at the University of Pittsburgh studying Instruction & Learning with a concentration in STEM education. Molly earned her Bachelor of Science degree in Technology Education as well as her Master of Education in Technology and Innovation from Millersville University. Molly is currently a technology and engineering teacher at Penn Manor High School in Millersville, PA. At Penn Manor, she has helped to develop and grow both the engineering and computer science course pathways in the district. Molly also serves as the advisor for the district's Technology Student Association (TSA), Tests of Engineering Aptitude, Math, and Science (TEAMS), and robotics clubs. Molly's research interests focus on the role of productive struggle in STEM education. Outside of school, Molly stays active through mission work, cheering on Pittsburgh sports, and her most important work as mother to her two children, Landry and Scarlett.
Joanna Papadopoulos, PhD Candidate
Virginia Polytechnic Institute and State University
Joanna Papadopoulos is a PhD candidate in the Integrative STEM Education program at Virginia Tech and a full time I-STEM Teacher. She holds a Bachelor of Science in Integrative STEM Education as well as a Master of Arts in Teaching from The College of New Jersey. She has taught for four years in New Jersey and holds multiple endorsements in in the STEM disciplines. Currently, Joanna is also a Special Project Associate and Engineering byDesign™ National Teacher Effectiveness Coach for ITEEA’s STEM Center for Teaching and Learning. She was recently honored at the 2018 International Technology and Engineering Educators Association Conference with the Foundation for Technology and Engineering Educators Maley Spirit of Excellence Outstanding Graduate Student Citation and the Epsilon Pi Tau (ΕΠΤ) International Honor Society for Technology- 2018 Warner Graduate Student Research Award. Joanna was recognized as a Virginia Tech Graduate School Citizen Scholar for creating STEM opportunities for her community. Her research interests focus on Integrative STEM Education through technological / engineering design based learning approaches.
Euisuk Sung, Ph.D., Postdoctoral Researcher
Euisuk has been a postdoctoral researcher in Indiana University since the fall of 2018. He studied computer science for his bachelor’s degree in South Korea and worked in a start-up company as a software engineer. He engaged in various software development projects including a real-time remote controller and web-sharing video communication. After the three years of working, he decided to become an educator which was the most exciting and valuable work for him. He taught in public high schools for nine years and wrote five technology education textbooks for South Korea K-12 national curriculum. He received master’s degree in career & workforce education from Seoul National University, South Korea, and completed his Ph.D. degree in engineering and technology teacher education at Purdue University, IN. His research interest includes the maker movement, computational thinking, design thinking, and issues in the K-12 STEM pipeline.
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