February 20, 2019
The March 2019 issue of Technology and Engineering Teacher, now being distributed, includes the list of ITEEA 2019 Leaders to Watch.
Those who have contributed to the technology and engineering education field for many years are known for their teaching, written work, presentations, research, and recognition received from professional groups. The selected individuals who are highlighted here have shown outstanding leadership ability as educators early in their careers.
This list is by no means inclusive. There are many other professionals in the field with similarly impressive qualifications.
Individuals who want to recognize other technology and engineering educators with outstanding qualifications should forward their vitae and a sponsoring letter to ITEEA for consideration.
The leaders of our field are our future; we should promote and encourage them to realize their potential.
STEM Education Specialist
National Institute of
Joan Harper-Neely is a STEM Education Specialist at the National Institute of Aerospace (NIA). As a member of the NASA eClips™ Team, she creates educational multimedia resources focused on science, technology, engineering, and mathematics (STEM) through the lens of NASA. Working with other NASA programs, inquiry-based learning resources connecting students with real-world challenges are developed. Joan provides professional development on research-based STEM education best practices utilizing NASA eClips™ videos, educator guides, and engineering challenges. Through workshops and webinars, educators are engaged in activities and discussions to help them understand STEM’s relevance within core academic curricula to increase science literacy and STEM integration. Joan’s favorite project involves challenging students to create 90- to 120-second videos for other students that confront and correct science misconceptions.
Prior to working at NIA, Joan served as the Children’s Engineering and Technology teacher at Cooper Elementary in Hampton, VA. She developed curriculum that taught elementary students how to be users and creators of technology to solve real-world problems. For Joan, the highlight of being a children’s engineering teacher was witnessing students discuss how to solve a design challenge by incorporating the ideas of every team member. She designed and managed engineering camps held on Saturdays during the school year as well as month-long sessions in the summers. These camps provided students with more opportunities to learn about the large variety of STEM careers currently available and also served as an opportunity for her to mentor teachers as they learned how to integrate engineering challenges into the curriculum.
Joan’s most notable recognitions include ITEEA's 2013 Elementary Teacher Excellence Award for the state of Virginia and the 2018 Presidential Leadership Award from the Virginia Children’s Engineering Council (VCEC). As a member of ITEEA, VTEEA, and VCEC, Joan has more than ten years of experience presenting and leading at conferences. Through conferences, she shares her passion for the value of hands-on, project-based activities and lessons that teach science and math in context using engineering design briefs.
After receiving her master’s degree in Curriculum and Instruction from Regent University, Joan earned her National Board Certification. She incorporated the knowledge and skills learned in these programs to prepare future teachers through preservice teacher programs funded by Old Dominion University and NASA. Joan looks forward to using these skills as a trainer for ITEEA’s EdD-BUZZ™ curriculum.
Teacher, STEAM Lab
The Christ School
Christina Liu is the teacher and caretaker for The Christ School’s brand-new STEAM Lab, which opened in the fall of 2018. With much support from the parents and administration, the STEAM Lab was created and completed through collaborative effort. Christina joined the team at The Christ School in May 2018 and helped to head up efforts to create the environment, resources, and the classes and curriculum that the students would be experiencing. All students in the elementary school (Transitional Kindergarten - 5th Grade) take STEAM class as part of their schedule. In addition, Christina also teaches a Coding and Robotics class and a STEAM class for middle school students (Grades 6-8).
Prior to joining The Christ School, Christina taught a STEAM-infused critical thinking class called Think Tank to K-5 students at Lake Mary Preparatory School for five years. She built this new program and created the accompanying curriculum, which, after its first year, was recognized with ITEEA’s Program Excellence Award in 2015. Think Tank was also awarded a grant from the Florida Council of Independent Schools in the spring of 2014.
Christina received her Bachelor of Science degree in Microbiology and Cellular and Molecular Biology from the University of Michigan in Ann Arbor and earned a MBA from the University of Michigan. After working in the lab for several years after graduation, she entered industry and worked in technical support, marketing, and sales for nearly a decade. Christina made a career change to be a professional mom for seven years, and then rejoined the paid workforce in 2009 as a teacher, being able to use her proficiency in Mandarin Chinese to teach the language to elementary and middle school students. Christina acknowledges that the most profound career change for her was the opportunity to head up Think Tank, where she discovered her passion for teaching STEAM.
Christina first attended the ITEEA Annual Conference in 2014 in Orlando and has been a regular conference presenter and STEM Showcase participant ever since. Christina is a Level 1 Google Certified Educator and an Osmo Ambassador. In addition, she has been a presenter at FETC for the last several years. When Christina is not teaching or exploring STEAM concepts to add to her class, she enjoys playing music. She is a violinist in the 160-piece Central Florida Community Arts Symphony Orchestra, which is the largest Symphony Orchestra in Florida, and possibly the country. She lives in the Orlando area with her husband, two teenage daughters, and their dog and hedgehog.
Tyler S. Love, Ph.D.
Assistant Professor of Elementary/Middle Grades STEM Education
The Pennsylvania State University, Harrisburg
Tyler Love is an Assistant Professor of Elementary/Middle Grades STEM Education and Director of the Capital Area Institute for Mathematics and Science (CAIMS) at Penn State Harrisburg. Prior to his role at Penn State Harrisburg, Dr. Love was a tenured Associate Professor and Coordinator of Technology and Engineering Education at the University of Maryland Eastern Shore (UMES). Tyler received his doctorate in Curriculum and Instruction (C&I) from Virginia Tech in 2015. Additionally, he earned a master’s degree in C&I and graduate certificates in Integrative STEM Education and Higher Education Administration from Virginia Tech. He holds a bachelor’s degree in Technology Education from UMES.
After earning his bachelor’s degree, Dr. Love taught Technology Education in public schools near Annapolis and Baltimore, MD. He served as the University Representative (2016-2018) and Vice President of Student Affairs (2010-2011) for the Technology and Engineering Educators Association of Maryland (TEEAM). He has also served as an assessment and curriculum writer for ITEEA. While at Virginia Tech, Tyler assisted with the Virginia Initiative for Science Teaching and Achievement (VISTA) project. To date, Tyler has published two books, authored over 35 journal articles, delivered five keynote addresses, and presented over 80 conference presentations on STEM education topics. His research focuses on two areas: (1) liability and safer practices within makerspaces and collaborative STEM education laboratories, and (2) Integrative STEM Education pedagogy. Dr. Love led the development of the safety resources webpages hosted by ITEEA. His collaborative efforts have helped raise awareness about T&E education among other professional associations such as the National Science Teachers Association (NSTA).
Since 2016, Dr. Love has served on the NSTA Science Safety Advisory Board and oversees the Safety Spotlight articles published by ITEEA. He has won numerous accolades for his research and teaching. Most recently CareerSafe® recognized him as the 2018 Safety Educator of the Year at the ACTE CareerVision conference, and in 2017 TEEAM honored him with its Leadership award. He was awarded ITEEA’s Gerald Day Outstanding Authorship Award (2017), and CTETE’s Silvius-Wolansky Outstanding Publication Award (2015). Furthermore, in 2014 he was named one of four finalists for Virginia Tech’s prestigious Graduate Student of the Year award. Tyler was also an ITEEA 21st Century Fellow, a 2009 recipient of ITEEA’s FTE Undergraduate Scholarship, and in 2009 he was one of only 30 finalists for the NCAA Division 1 baseball Senior CLASS award. Dr. Love plans to continue collaborating with educators to enhance safety and instruction in STEM education.
David Morrison-Love, Ph.D.
Lecturer in Technology Education
University of Glasgow
Dr. David Morrison-Love is a Lecturer in Technology Education at the University of Glasgow and Joint Programme Leader for Scotland’s largest initial teacher education programme for Design & Technology. He is passionate about technology education and joined the University in 2012, where he contributes to this field through research, leadership, and teaching. He is responsible for leading and shaping teacher preparation in Design & Technology and for supporting the dedicated staff teams from both the University and Glasgow Clyde College who deliver it. David coordinates school experience for technology students and teaches on a range of courses across the programme, including Teacher Education, Materials & Processes, Design & Integrating Technology, Engineering Systems, and Robotics. He also enjoys supervising students at undergraduate, masters, and doctoral levels and has participated in University Committee work during his time as Senate Representative for the College of Social Science.
As an undergraduate student of Technology Education himself, Dr. Morrison-Love was awarded the Scottish Technology Teacher Association’s Medal of Excellence. Following his graduation, he benefitted enormously from working with pupils as a Design & Technology Teacher at Braes High School in Scotland. He taught there for around eight years and, following the award of a scholarship from the Underwood Trust, was able to pursue a research-based Ph.D. in Technology Education at the same time, something that was as rewarding as it was challenging. As a teacher, he gained professional recognition from the General Teaching Council for Scotland in technology education, assessment, and mentorship and, through his work at the University of Glasgow, gained Fellowship of the Higher Education Academy. In 2016, Dr. Morrison-Love was also a participant in ITEEA’s 21st Century Leadership Academy.
Dr. Morrison-Love’s research in technology education has related philosophical, empirical, and policy dimensions. His philosophical work is currently developing ontological models of transformation as potentially new and powerful ways to understand the nature of technology and engineering in the context of subject, curriculum, and pedagogy. He is a member of the newly formed International Educational Assessment Network for Small Nations and Research Lead for Science & Technology as part of the associated “CAMAU Project” for Wales. This project involves working collaboratively with teachers, pupils, and the Government to develop a curriculum based upon learning progression as part of the country’s new education system. Both challenging and exciting, this work will directly shape the futures of all young people in Wales.
Thomas Roberts, Ph.D.
Bowling Green State University,
Bowling Green, OH
Dr. Thomas Roberts is an Assistant Professor in the School of Teaching and Learning at Bowling Green State University. He received his Ph.D. in Education Sciences with a specialization in STEM Education from the University of Kentucky, an Ed.M. from the Harvard Graduate School of Education (Technology, Innovation, and Education), and a B.A. in Political Science and Economics from the University of Kentucky.
After completing his undergraduate degrees, Thomas taught at an elementary school in Jacksonville, FL for four years. While there, he served as the magnet lead teacher and the STEM teacher for three years before leaving to pursue further education. Later, Thomas worked in a K-8 school in Detroit, Michigan, where he created a STEM lab that provided students with the opportunity to create tangible products ranging from videos to computer games to prototypes of different design projects. While a doctoral student at the University of Kentucky, Thomas was heavily involved in the See Blue STEM Camp and participated in extensive outreach with Family STEM Nights and STEM Days in local schools. Currently, Thomas primarily teaches mathematics education courses in the Inclusive Early Childhood program at Bowling Green State University.
Thomas has been a member of ITEEA since 2011, when he joined as a classroom teacher. He went on to earn ITEEA's Teacher Excellence Award for his work in Detroit in 2016. Thomas has been a regular contributor to The Elementary STEM Journal (previously Children’s Technology and Engineering) and currently serves as the journal’s co-field editor. He has also served as the Vice President of Programming for ITEEA's Elementary STEM Council and served on the Program Committee for both the 2017 and 2018 ITEEA conferences.
His current research is focused on equity in STEM education and informal STEM learning environments. Within informal learning environments, Thomas is interested in student perspectives of the experiences and how informal learning environments can be leveraged as field experiences for preservice teachers. In his free time, Thomas enjoys attending football and hockey games with his wife, Audrey, and walks in the park with his dog, Beau.
Greg J. Strimel, Ph.D.
Assistant Professor, Technology Leadership & Innovation
West Lafayette, IN
Greg Strimel is an assistant professor of engineering technology teacher education in the Department of Technology Leadership & Innovation at Purdue University. Within this program he educates preservice teachers on the processes of developing curriculum and maintaining facilities. Additionally, he and his colleagues have led the development/implementation of a minor degree for all Purdue students focused on the practices of Design and Innovation. He also serves as an advisor to the Purdue chapter of the Technology and Engineering Education Collegiate Association (TEECA), is a study-abroad leader, and a national event coordinator for the Testing Engineering Aptitude in Mathematics & Science (TEAMS) organization.
Strimel received a B.S. and M.Ed. in Technology Education from California University of Pennsylvania and a Ph.D. in Occupational and Technical Studies from Old Dominion University. Previously, he was a teaching assistant professor of engineering fundamentals at West Virginia University, where he additionally served as the director of K-12 initiatives. Strimel also worked as a high school career/technology department chair and teacher in Howard County, MD. In addition, he served as an infantryman in the U.S. Army and is a veteran of Operation Iraqi Freedom. Strimel has been recognized as a New Technology & Engineering Teacher of the Year, ITEEA Emerging Leader, 21st Century Fellow, and recipient of the 2018 Gerhard Salinger Award for Enhancing Integrative STEM Education. Also, based on his work with regional manufacturing talent pipelines, he was awarded the Purdue Polytechnic Outstanding Faculty in Engagement Award as well as the John P. Lisack Early Career Engagement Award.
Strimel’s scholarly efforts are focused on increasing student design capabilities and helping to ensure that every student has the opportunity to act, think, and learn like an engineer. Through these efforts, he continues to strive toward improving the national landscape of STEM education. For example, he and his colleagues (Michael Grubbs, Tanner Huffman, and Jamie Gurganus) launched the Advancing Excellence in P-12 Engineering Education (AEEE) project to conduct a series of action-oriented symposia focused on pursuing a vision for P-12 Engineering Education and establishing a coherent/dynamic curriculum framework. As a result, there have been two successful events that, first, established a taxonometric structure and progressions of learning in engineering and, second, promoted equity through engineering curriculum/pedagogy. These two efforts also led to the launch of the Excelling in Engineering feature in the Technology and Engineering Teacher journal. The third AEEE symposium, focused on the Engineering Classroom Experience, is set to be held in June 2019. Strimel hopes that efforts such as these can help strengthen the field of engineering and technology education and expand its impact on the lives of our students.
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