Grad Student Rebuilding the Blueprint for Career & Technical Education

Math class and SAT prep can be a drag, but not every class needs to be deskbound.

At a high school in Clinton, Missouri, students break up their day with hands-on projects in Hannah Lloyd’s woodshop and engineering classes, where creativity, curiosity and career prep come together.

As a career and technical education teacher, Lloyd is passionate about helping students explore career paths through real-world experiences. With the growing demand for skilled workers in fields like construction, health care, engineering and the skilled trades, CTE programs like hers provide a link between classroom learning and career readiness.

“CTE isn’t just about teaching skills, it’s about preparing students for real careers and giving them confidence in their abilities,” Lloyd said. “Seeing students gain confidence as they build and create is what drives me every day as a teacher.”

Not every student will go on to become a woodworker or engineer, she says, but the problem-solving and critical thinking skills they develop are universally valuable.

In addition to teaching full-time and raising young children, Lloyd is pursuing her doctorate degree in Utah State University’s online Ph.D. program in Career and Technical Education. The program is designed for working professionals and allows Lloyd to apply research directly to her classroom practice.

“This program has been a game-changer,” she said. “It allows me to continue teaching while deepening my research and leadership skills in CTE. The flexibility and support from faculty make all the difference.”

As part of the program, Lloyd is working on her dissertation. Her research tackles a pressing challenge in the field: the underrepresentation of women in engineering. Her dissertation examines the impact of early exposure to engineering on female students’ sense of belonging and persistence in the field.

“As a woman in engineering and tech ed, I’ve been the only female in the room more times than I can count,” she said. “I want to help change that. If we can get to girls sooner and give them a chance to see themselves in these roles, we can change the story, not just in college but in the workforce and the world.”

Her work is already making waves, with a pilot study completed and a publication in progress.

“It’s a real problem in our field,” said Joseph Furse, assistant professor in the Department of Applied Sciences, Technology and Education at USU and Lloyd’s faculty mentor. “Engineering programs are still predominantly male, and Hannah’s research looks at why women leave and how we can help them feel they belong. I think her dissertation will lead to actionable steps that engineering programs can use to better recruit and retain women.”

Lloyd’s leadership and determination recently earned national recognition. She was selected for the 21st Century Leadership Academy, hosted by the International Technology and Engineering Educators Association. The program develops the next generation of leaders in technology and engineering education.

“Being selected for this academy is an incredible opportunity to grow as a leader and collaborate with educators who share my passion for hands-on learning,” Lloyd said.

Furse isn’t surprised by her achievements.

“She’s been a phenomenal student,” he said. “She’s done research with me, she’s taught classes for us, and now she’s teaching full-time while working on her Ph.D. That’s not for the faint of heart.”

For Lloyd, the work is just beginning. She’s determined to use her research, classroom experience, and leadership training to help shape a more inclusive and impactful future for CTE programs everywhere.

“CTE is evolving, and I want to be part of shaping that future,” she said. “I want to help students get meaningful, hands-on experiences that prepare them for what’s next.”