JON A. LEYDENS

303.273.3180 (phone) E-mail: jleydens@mines.edu

Home Page: http://hass.mines.edu/Jon-A-Leydens

EDUCATION

Ph.D., Education, Colorado State University, 2004 Emphasis: Teaching and Learning of Writing Dissertation Topic: Writing in Engineering Contexts Committee Members: from Education (Timothy G. Davies, James H. Banning), English—Rhetoric/Composition (Kathleen E. Kiefer, William G. McBride), Engineering (Derek Lile)

M.A., English, Colorado State University, 1994 Emphasis: Rhetoric and Composition

Thesis Topic: Instructor-Student Writing Conferences

B.A., English, Colorado State University, 1986 Emphasis: Teaching; Secondary Teaching Certificate Student Teaching: Cherry Creek High School

PROFESSIONAL EXPERIENCE Division of Liberal Arts and International Studies, Colorado School of Mines Associate Professor, Engineering Education and Communication, 2008-present. Assistant Professor, 2004-2008. Lecturer, 1997-2004 Writing Program Administrator, 1997-2011 Responsible for beginning and developing the Colorado School of Mines (CSM) Campus Writing Program, including three primary roles: • Writing Center Director (1997-2004) • Coordinator of First-Year Writing (1997-2004) • Director of Writing Across the Curriculum (1997-2011)

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In those capacities, I was responsible for launching a new • Writing-Across-the-Curriculum program • Writing syllabus for a new first-year, writing-intensive humanities course • Computerized writing classroom • Writing Center • Communications Center (Oral Communication) • Writing Program web site • Series of professional communications workshops for the engineering design program • Writing Program faculty team, including hiring and evaluating such faculty • Writing-in-the-Disciplines workshops for faculty from across campus • Series of funding searches to support the above initiatives Writing Center Director. From 1994-1997, responsible for orienting and assisting Graduate Teaching Faculty, directing the Colorado State University Writing Center, including • Mentoring first and second-year graduate teaching assistants in composition courses • Modeling the implementation of composition syllabi for new graduate teaching assistants • Teaching composition in a computer classroom and consulting with instructors in that setting • Contributing to the collaborative creation of the 1995-96 and 1996-97 first-year composition

syllabi, including the pilot testing of the 1996-97 syllabus • Serving as a table leader for the holistic scoring of composition placement exams • Assisting in the development of the Writing Center Home Page • Creating a collaborative partnership between the CSU Online Writing Center tutors and

Poudre School District students • Contributing to a multi-media study, designed to evaluate the effectiveness of instructional

software for students in the Writing Center and computer classrooms Instructor. Taught literature and composition courses to high school students in the Upward Bound Program. Center for Access and Outreach, Colorado State University, May-July 1994. Graduate Teaching Assistant. Responsible for teaching College Composition, a first-year composition course. Department of English, Colorado State University, 1992-94. EFL Instructor. Responsible for teaching English as a foreign language and acting as a communications consultant and translator in academic and corporate settings such as Volvo Italia and Coop Italia. The Wall Street Institute of Languages, Bologna, Italy, Nov. 1989-June 1992. Course Director. Responsible for planning, oversight, facilitation, and evaluation of experiential outdoor education courses for individuals with diverse abilities. Breckenridge Outdoor Education Center. May-Oct. 1989. Also worked as a BOEC intern 1987-1988.

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PUBLICATIONS Note: * indicates a student (or former student) author. BOOKS Leydens, J. A., and Lucena, J.C. (forthcoming in 2017). Engineering justice: Transforming engineering education and practice. Wiley-IEEE Press. Leydens, J.A., Editor (2014). Sociotechnical communication in engineering. London: Routledge. Lucena, J. C., Schneider, J, and Leydens, J. A. (2010). Engineering and sustainable community

development. San Rafael, CA: Morgan & Claypool Publishers. REFEREED JOURNAL PUBLICATIONS [TBA] *Mazzurco, A., Leydens, J.A., and Jesiek, B. (under review). Passive, consultative, and co-constructive methods: A framework to facilitate community participation in design for development. Journal of Mechanical Design. [17] Leydens, J.A. and Lucena, J.C. (2014). Social justice: A missing, unelaborated dimension in humanitarian engineering and learning through service. International Journal for Service Learning in Engineering 9(2): 1-28. [16] Leydens, J. A. (2012). Sociotechnical communication in engineering: An exploration and unveiling of common myths. Engineering Studies 4(1): 1-9. [15] Leydens, J. A., Lucena, J. C. and Schneider, J, (2012). Are engineering and social justice (in)commensurable? A theoretical exploration of macro-sociological frameworks. International Journal of Engineering, Social Justice and Peace, 1(1): 63-82. [14] Leydens, J. A. & Lucena, J. C. (2009). Listening as a missing dimension in engineering

education: Implications for sustainable community development efforts. Special Issue on Professional Communication in Humanitarian Environments, IEEE Transactions on Professional Communication 52(4), 359-376.

[13] Schneider, J, Lucena, J.C., and Leydens, J.A. (2009). Engineering to help: The value of

critique in engineering service. IEEE Technology and Society Magazine 28(4), 42-48. [12] Leydens, J. A. & Schneider, J. (2009). Innovations in composition programs that educate

engineers: Drivers, opportunities, and challenges. Journal of Engineering Education 98(3), 255-271.

[11] Leydens, J. A. (2008). Novice and insider perspectives on academic and workplace writing:

Toward a continuum of rhetorical awareness. Special Issue on Engineering Communications, IEEE Transactions on Professional Communication 51(3), 242-263.

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[10] Schneider, J., Leydens, J. A. & Lucena, J. C. (2008). Where is “community”?: Engineering education and sustainable community development. European Journal of Engineering Education 33(3), 307-319.

[9] Leydens, J. A. & Olds, B. M. (2007) Publishing in scientific and engineering contexts: A

course for graduate students. IEEE Transactions on Professional Communication 50(1), 45-56.

[8] Leydens, J. A. & Santi, P. (2006). Optimizing faculty use of writing as a learning tool in

geoscience education. The Journal of Geoscience Education 54(4), 491-502. [7] Leydens, J. A., Moskal, B. M., & Pavelich, M. J. (2004). Qualitative methods used in the

assessment of engineering education. Journal of Engineering Education 93(1), 65-72. [6] Moskal, B. M., Leydens, J. A., & Pavelich, M. J. (2002). Validity, reliability, and the

assessment of engineering education. Journal of Engineering Education 91(3), 351-354. [5] Moskal, B. M. & Leydens J. A. (2000). Scoring rubric development: Validity and reliability.

Practical Assessment, Research & Evaluation, 7(10): [8 printed pages] online at http://PAREonline.net/getvn.asp?v=7&n=10.

[4] Olds, B. M., Leydens, J. A., & Miller, R. L. (1999). A flexible model for assessing WAC programs. Language and Learning Across the Disciplines, 3(2), 123-129.

[3] *Hayes, J. N. & Leydens, J. A. (1998). Teaching critical reading. Statement, Journal of the

Colorado Language Arts Society, 34(3), 45-47. [2] Palmquist, M. & Leydens, J. A. (Winter 1995-96). The campus writing center as the focus for

a network-supported writing across the curriculum program. The NCTE Assembly on Computers in English Newsletter, Focus Issue: Writing Centers, 9(4): 15-17.

[1] Leydens, J. A. (1994). Stating what we need: Setting the stage for an effective writing

conference. Statement, Journal of the Colorado Language Arts Society, 31(1): 30-32. REFEREED CONFERENCE PROCEEDINGS PAPERS [22] *Deters, J. and Leydens, J.A. (2017). The role of student passions inside the engineering curriculum. Proceedings of the ASEE/IEEE Frontiers in Education Conference. October 18-21, Indianapolis, IN. [21] Leydens, J.A., and *Deters, J. (2017). Confronting intercultural awareness issues and a culture of disengagement: An engineering-for-social-justice framework. Proceedings of IEEE’s Professional Communication Conference 2017, July 23-26, Madison, WI.

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[20] Leydens, J.A. Morgan, T.K.K.B., and Lucena, J.C. (2017). Mechanisms by which indigenous students achieved a sense of belonging and identity in engineering education. American Society for Engineering Education Annual Conference Proceedings 2017, June 25-28, Columbus, OH. [19] Johnson, K., Leydens, J.A. Moskal, B.M. and *Kianbakht, S. (2016). Gear switching: From ‘technical vs. social’ to ‘sociotechnical’ in an introductory control systems course. Proceedings of the American Control Conference, July 6-8, Boston, MA.

[18] Leydens, J.A. and Lucena, J.C. (2016). Making the invisible visible: Integrating

engineering-for-social-justice criteria in humanities and social science courses. American Society for Engineering Education Annual Conference Proceedings 2016, June 26-29, New Orleans, LA.

[17] Johnson, K.E., Leydens, J.A., and Moskal, B.M. (2016). Reflections on the integration of

social justice concepts into an introductory control systems course. American Society for Engineering Education Annual Conference Proceedings 2016, June 26-29, New Orleans, LA.

[16] Leydens, J.A. (2015). Connecting community engagement and social justice: The case of

intercultural communication. Proceedings of IEEE’s Professional Communication (ProComm) Conference 2015, July 12-15, Limerick, Ireland.

[15] Lucena, J.C. and Leydens, J.A. (2015) From sacred cow to dairy cow: Challenges and

opportunities in integrating social justice in engineering science courses. American Society for Engineering Education Annual Conference Proceedings 2015, June 14-17, Seattle, WA.

[14] Johnson, K., Leydens, J.A., Moskal, B.M., *Silva, D., and *Fantasky, J.S. (2015) Social justice in control systems engineering. American Society for Engineering Education Annual Conference Proceedings 2015, June 14-17, Seattle, WA.

[13] Leydens, J.A., Lucena, J.C. and Nieusma, D. (2014). What is design for social justice?

American Society for Engineering Education Annual Conference Proceedings 2014, June 15-18, Indianapolis, IN.

[12] Leydens, J.A. (2013). Emerging leadership opportunities for professional communication: Integrating social justice into research and across the curriculum. Proceedings of IEEE’s International Professional Communication Conference 2013, July 15-17, Vancouver, B.C., Canada. [11] Leydens, J. A. (2012). What does professional communication research have to do with social justice? Intersections and sources of resistance. Proceedings of IEEE’s International Professional Communication Conference 2012, October 8-10, Orlando, FL.

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[10] Lucena, J.C., Schneider, J. and Leydens, J.A. (2011). Making the human dimensions of sustainable community development visible to engineers. Institution of Civil Engineers Proceedings: Engineering Sustainability, 164(1), 13-23. [9] Lucena, J.C., Delborne, J., Johnson, K., Leydens, J.A., Munakata-Marr, J., and Schneider, J.

(2011). Integration of climate change in the analysis and design of engineered systems: Barriers and opportunities for engineering education. Proceedings of the American Society of Mechanical Engineers 2011, International Mechanical Engineering Congress & Exposition 2011, November 11-17, Denver, CO.

[8] Lucena, J. C., Schneider, J, and Leydens, J. A. (2010). Engineering and sustainable

community development: Critical pedagogy in education for “engineering to help.” American Society for Engineering Education Annual Conference Proceedings, Louisville, KY.

[7] Munakata-Marr, J., Schneider, J., Mitcham, C., Moskal, B.M., and Leydens, J.A. (2010). A developing-country case-study approach to introducing environmental engineering students to nontechnical sanitation constraints in developed countries. American Society for Engineering Education Annual Conference Proceedings, Louisville, KY. [6] Munakata-Marr, J., Leydens, J. A., and Moskal, B. M. (2009). Beyond technical issues: A

case-study approach to introducing environmental engineering students to nontechnical wastewater engineering constraints. Proceedings of the Frontiers in Education Conference, San Antonio, TX, T1A pp. 1-5.

[5] Lucena, J. C., Mitcham, C., Leydens, J. A., Munakata-Marr, J., Straker, J. & Simoes, M.

(2007). Theory and practice of humanitarian ethics in graduate engineering education. American Society for Engineering Education Annual Conference Proceedings, Honolulu, HI, AC 2007-38: pp. 1-18.

[4] Leydens, J. A. & Lucena, J. C. (2006). The problem of knowledge in incorporating

humanitarian ethics in engineering education: Barriers and opportunities. Proceedings of the Frontiers in Education Conference, San Diego, CA, T2H pp. 24-29.

[3] *Schumacher, B. E., Elger, D. F., & Leydens, J. A. (2005). Exploring intrinsically motivated

learning by engineering students. American Society for Engineering Education Annual Conference Proceedings, Portland, OR, pp. 1-10.

[2] Olds, B. M. & Leydens, J. A. (2001). A graduate course on academic publishing. Proceedings of the Frontiers in Education Conference. Reno, NV, S1G pp. 2-6.

[1] Leydens, J. A. (1998). To not lose them at the beginning: Nature and human values as a

writing-intensive course. American Society for Engineering Education Annual Conference Proceedings, Seattle, WA, S2761 pp. 1-7.

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CHAPTERS IN EDITED COLLECTIONS [10] Leydens, J.A., Lucena, J.C., and Johnson, K. (2016). Enacting macroethics: Making social justice visible in engineering education. In Infusing ethics into the development of engineers: Exemplary education activities and programs. (pp. 44-46). Washington DC: National Academies Press, National Academy of Engineering. [9] Paretti, M.C., McNair, L.D., and Leydens, J.A. (2014). Engineering communication. In Cambridge handbook for engineering education research (A. Johri and B.M. Olds, Eds.). (pp. 601-631). Cambridge, MA: Cambridge University Press.

Note: The above handbook received the "Division I Outstanding Publication Award for Books in 2014" at the 2015 American Educational Research Association Conference.

[8] Leydens, J. A. (2014). Plagiarism. In J. Britt Holbrook and C. Mitcham (Eds.), Ethics, science, technology and engineering: A global resource, 2nd edition. (pp. 381-384). Detroit: Gale Group.

[7] Leydens, J.A. (2013). Integrating social justice into engineering education from the margins: Guidelines for addressing sources of faculty resistance to social justice education. In J.C. Lucena (Ed.), Engineering education for social justice: Critical explorations and opportunities (pp. 179-200). New York: Springer Publications. [6] Leydens, J.A. and Olds, B.M. (2012). Complicating the fail-or-succeed dichotomy in writing assessment outcomes. In N. Elliot and L. Perelman (Eds.), Writing assessment in the 21st century: Essays in honor of Edward M. White (pp. 247-258). New York: Hampton. [5] Leydens, J. A. & Lucena, J. C. (2009). Knowledge valuation in humanitarian engineering

education. In Engineering in context, (pp. 147-162), S. Hyldgaard-Christensen, B. Delahousse, and M. Meganck (Eds.), Denmark: Academica.

[4] Schneider, J., Leydens, J. A., Olds, B. M., & Miller R. L. (2009). Guiding principles in engineering writing assessment: Context, collaboration, and ownership. In M. C. Paretti and K. M. Powell (Eds.), Assessment in writing (pp. 65-83), Assessment in the disciplines series (Vol. 4), Tallahassee, FL: Association of Institutional Researchers.

[3] Leydens, J. A. (2005). Plagiarism. In C. Mitcham (Ed.), The encyclopedia of science, technology, and ethics (pp. 1411-1413). Detroit: Thompson/Gale.

[2] Childers, P., Johanek, C., Leydens, J. A., Mullin, J., Pemberton, M., Rickly, R., & Palmquist,

M. (2002). “Academic.Writing forum: Writing centers and WAC.” Academic.Writing. http://wac.colostate.edu/aw/forums/spring2002/index_flat.htm.

[1] McBride, W. (Ed.) and the Committee to Revise High Interest--Easy Reading (1990).

High interest—Easy reading, 6th Ed. Urbana, IL: NCTE.

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REPRINTS IN EDITED COLLECTIONS Leydens, J. A. & Lucena, J. C. (2018). The problem of knowledge in incorporating humanitarian ethics in engineering education: Barriers and opportunities. In Sakellariou, N. and Milleron, R. (Eds.), Ethics, Politics, and Whistleblowing in Engineering (pp. TBA), New York: Taylor and Francis. Moskal, B. M. & Leydens, J. A. (2002). Scoring rubric development: Validity and reliability.

In Rudner, L.M. and Schafer, W.D. (Eds.), What Teachers Need to Know about Assessment (pp. 95-106). Student Assessment Series: National Education Association.

Moskal, B. M. & Leydens, J. A. (2002). Scoring rubric development: Validity and reliability. In Boston, C. (Ed.), Understanding Scoring Rubrics: A Guide for Teachers (pp. 25-33). College Park, MD: ERIC Clearinghouse on Assessment and Evaluation.

TEXTBOOK REVIEWS FOR PUBLISHERS House, R., Layton, R., Livingston, J., Moseley, S. (2016). The Engineering Communication Manual 1st Ed. Oxford; New York: Oxford University Press. Ballentine, B. (2009). Technical writing for engineers. Forthcoming from Prentice Hall. Beer, D. & McMurrey, D. (1997, 2002). A guide to writing as an engineer. 1st and 2nd

editions. New York: Wiley and Sons Faigley, L. (2006). The brief Penguin handbook. 2nd edition. Allyn-Bacon/Longman. Kalman, C.S. (2007). Successful science and engineering teaching in colleges and

universities. 1st edition. Anker Publishing.

Lunsford, A. and Connors, R. (1997, 2001, and 2005). The everyday writer. 1st, 2nd, and 3rd editions. Boston: Bedford/St. Martin’s Press.

McQuade, D. and McQuade, C. (1999). Seeing and writing: Double takes on American

culture. 1st edition. Boston: Bedford/St. Martin’s Press. JOURNAL ARTICLE PEER REVIEWS Social Studies of Science 2014-present Connexions: International Professional Communication Journal, 2013-present Engineering Studies, 2010-present

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Advances in Engineering Education, 2007-present IEEE Transactions on Professional Communications, 2007-present Journal of Engineering Education, 2001-present CONFERENCE PAPER REVIEWS Reviewed abstracts and conference proceedings papers for the Institute of Electrical and Electronics Engineers’ (IEEE) International Professional Communication Conference in 2005 and 2012-2017. Reviewed abstracts and conference proceedings papers for the annual conference of the American Society for Engineering Education held 2014-2017. FUNDING Current Total of All Funding Sources: $1,348,880. EXTRAMURAL GRANTS Current Total of All Extramural Sources: $1,173,144 • National Science Foundation Grant for $349,316 to research the processes by which

engineering students form their abilities to engineer sociotechnically and how sociotechnical thinking impacts engineering habits of mind, including specific engineering values, attitudes, and skills. "Understanding the Formation of Sociotechnical Thinking in Engineering Education," EEC-1664242 PI: Kathryn Johnson; Co-PIs: Jon A. Leydens, Barbara M. Moskal, Stephanie A. Claussen (CSM), and Jenifer Blacklock, CU-Boulder (20% contributions from each). Research to occur 2017-2020.

• National Science Foundation Grant for $162,548 (includes $12,548 supplement) to research

the integration of social impacts and social justice in an Introduction to Feedback Control Systems course. “Social Justice in Engineering with a Focus on Control Systems.” EEC-1441806 PI: Kathryn Johnson (40% contribution); Co-PIs: Jon Leydens and Barb Moskal (30% contribution each). Research to occur 2014-2017.

• National Science Foundation Grant for $299,239 to research and implement a research and

educational initiative on the interface between engineering and social justice. “Engineering and Social Justice: Research and Education of (In)commensurable Fields of Practice.” SES-0930213. PI: Juan Lucena (34% contribution); co-PIs: Jon Leydens and Jen Schneider (33% contributions each). Research to occur 2009-2012.

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• National Science Foundation Grant for $481,995 to establish a Phase I Climate Change

Education Partnership (CCEP), of which CSM managed $53,866. CCEP Phase I projects establish a national network of regionally- or thematically-based partnerships to increase the adoption of data-driven educational programs and resources related to the science of climate change and its impacts on engineered systems. Co-PI representatives included Rachelle Hollander (National Academy of Engineering), Deborah Johnson (University of Virginia), Juan Lucena (Colorado School of Mines), Clark Miller (ASU), and Paul Fontaine (Museum of Science--Boston), along with their colleagues. Funding from NSF through the National Academies of Science, award NAE-P210964. NSF Award DBI-1043289, awarded August 2010, research 2010-2011. CSM team also includes Jason Delborne, Kathryn Johnson, Juan Lucena, Junko M. Marr, and Jen Schneider.

• National Collegiate Inventors and Innovators Alliance Grant for $7,500 to launch a

partnership between Colorado State University (CSU), University of Colorado—Boulder (CU), and Colorado School of Mines (CSM) regarding resource pooling in the areas of humanitarian engineering and sustainable community development. “Academic Partnership for Sustainable Practices in Community Development,” PI: Tom Siller (CSU), and Co-PIs: Wade Troxell (CSU), Bernard Amadei and Robyn Sandekian (CU), and Juan Lucena and Jon A. Leydens (CSM). Awarded Spring 2007.

• National Science Foundation Grant for $225,000 to research and implement a Humanitarian

Engineering Ethics initiative at the graduate level at the Colorado School of Mines. “Enhancing Engineering Responsibility with Humanitarian Ethics: Theory and Practice of Humanitarian Ethics in Graduate Engineering Education,” #0529777. PI: Juan Lucena Co-PIs: Jon A. Leydens, Junko M. Marr, Carl Mitcham, Barbara Moskal, David Munoz, Marcelo G. Simoes. Research occurred 2005-2009.

• A $50,000 grant from the Colorado Commission on Higher Education. Co-authored with the

CSM Honors Program Director Barbara Olds, Division of Liberal Arts and International Studies Director Arthur Sacks, the grant was entitled “Writing Across the Curriculum: A Joint Effort by the Colorado School of Mines and Jefferson County R-1 School District” awarded in fall 1997.

• A $6,675 Conference Grant from CCHE to enable Writing/Language Arts leaders from

around the state to share the activities of a variety of K12-Higher Education partnerships and to discuss common issues surrounding the assessment of writing. The conference was held on the Colorado School of Mines campus on February 6, 1998, awarded in fall 1997.

• A $19,000 grant through the XSEL Project, a CCHE-funded program designed to catalyze

interest in the sciences and other academic fundamentals among high school students. The grant funded the programming of a series of web-based writing tutorials and an online submission form that is now available via the Writing Program home page. Co-authored with Dr. Joe Sneed in fall 1997.

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INTERNAL FUNDING Current Total of All Internal Sources: $175,736 • CSM Technology Fee for $31,561 to purchase computers for the Computerized Writing

Classroom in 105 Stratton Hall; proposal co-written with Dan Miller of LAIS and Rich Ferris of Computing, Communications and Information Technologies; awarded January 2011.

• CSM Technology Fee for $20,263 to purchase computers for the Computerized Writing Classroom in 105 Stratton Hall; proposal co-written with Jen Schneider of LAIS and Rich Ferris of the Computing Center; awarded in fall 2005.

• CSM Technology Fee for $3,526 for 11 flat screen monitors for the Computerized Writing

Classroom in 105 Stratton Hall; proposal co-written with Rich Ferris, awarded in fall 2004. • CSM Technology Fee for $2,300 to acquire a document camera for the LAIS Computerized

Writing Classroom, 105 Stratton Hall. Grant awarded in spring 2002. • CSM Technology Fee Proposal for $60,286 to replace aging computers in the LAIS

Computerized Writing Classroom and to fund data cable installation in the renovated space in 105 Stratton Hall. Co-written with LAIS Division Director Arthur Sacks in spring 2001.

• Various sources for $63,800 for Workshop Grants (six $5,000, two $4,000, one $3,800, and

one $3,500 in 1998-2007, and one $6,500 and two $6,000 in 2009-2011, from: Colorado School of Mines Mini-Grants (Curricular Reform Grant, Curriculum Development Grants, grants via the Vice President for Academic Affairs, via the VP for Educational Innovation, and via the Trefny Institute). These grants primarily funded stipends for nearly 100 faculty members from all CSM departments who attended Writing-Across-the-Curriculum (WAC) workshops in the summers of 1998-2007; 2009-2011. The workshops give faculty additional tools with which to (re)design, implement, or pilot writing-intensive courses. The workshops focus on using writing to foster change in students’ conceptual frameworks.

EXTRAMURAL GRANT COLLABORATIONS

Current Total of Extramural Grant Collaborations: $915,518

Note: For grants listed in this section, I serve(d) as an active participant, not a PI or Co-PI. • National Science Foundation Grant for $399,500 to research methods and practices of

incorporating teamwork and communication into engineering education. “Lifting the Barriers: Understanding and Enhancing Approaches to Teaching Communication and Teamwork Among Engineering Faculty.” Grant awarded to engineering communication scholars at Virginia Tech (Marie C. Paretti and Holly Matusovich) and Purdue University (Karl Smith) and includes five partner institutions that serve as data collection sites and members of the project’s Advisory Board: Colorado School of Mines (Jon A. Leydens), New Mexico Tech (Julie Dyke Ford), Rose-Hulman Institute of Technology (Richard

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House), University of Missouri–Columbia (Martha Patton), and University of Washington (Jennifer Turns). NSF, Innovations in Engineering Education, Curriculum, and Infrastructure. Awarded August 2010, research 2010-2013.

• National Science Foundation Grant for $516,018 to research methods by which to

enhance opportunities for low-income and/or first-generation (LIFG) students to succeed in STEM through a focus on the engineering pathway. “Engaging and Retaining Low-Income and First-Generation Community College Students in Science, Technology, Engineering, and Mathematics.” Grant awarded to faculty and staff at Red Rocks Community College (Rick Reeves, Barbra Maher, Elizabeth Cox). My role is to conduct faculty workshops on methods of LIFG student engagement. DUE-1431264, awarded August 2014, research 2014-2017.

PRESENTATIONS [49] Leydens, J.A., and Deters, J. (2017, July). Confronting intercultural awareness issues and a culture of disengagement: An engineering for social justice framework. IEEE Professional Communication Society Conference, Madison, WI. [48] Lucena, J.C., Smith, J.M., and Leydens, J.A. (2017, June). Engineering for social justice and social responsibility: A multi-space and multi-strategy approach for transforming engineering education. Two-hour workshop with over 20 participants. American Society for Engineering Education Annual Conference, Columbus, OH. [47] Leydens, J.A. (June, 2017). Mechanisms by which indigenous students achieved a sense of belonging and identity in engineering education. American Society for Engineering Education Annual Conference, Columbus, OH. [46] Lucena, J.C., Leydens, J.A., and Smith, J.M. (2017, April). Invited Keynote Address. The problem is the problem: A strategy for making social justice and social responsibility visible in engineering education. Stanford University, Stanford, CA. Sponsored by the American Society for Engineering Education’s Stanford Graduate Student Chapter, the Stanford Graduate Student Council, and the Stanford University Speakers Bureau. [45] Leydens, J.A. (2017, March). Engineering and social justice: Connecting student interests and passions. Invited. First-ever TEDxCSM event; TEDx events are planned and coordinated independently, on a community-by-community basis, under a free license from TED. Golden, CO. Talk Video: https://www.youtube.com/watch?v=tAHSRcnEBec&feature=youtu.be [44] Leydens, J.A. and Lucena, J.C. (2016, June). Making the invisible visible: Integrating engineering-for-social-justice criteria in humanities and social science courses. American Society for Engineering Education Annual Conference, New Orleans, LA.

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[43] Leydens, J.A., Lucena, J.C., and Smith, J.M. (2016, June). What’s missing in the technical? Rendering the social visible by integrating social justice where it matters most—Engineering Problem Definition and Solution. Three-hour Workshop with 22 participants. American Society for Engineering Education Annual Conference, New Orleans, LA. [42] Leydens, J.A. (2016, June). Enacting macroethics: Making social justice visible in engineering education. American Society for Engineering Education, New Orleans, LA. Invited to serve on a panel organized by the National Academy of Engineering, which awarded a CSM team the Exemplar in Engineering Ethics Education Award; shared with CSM colleagues Juan C. Lucena and Kathryn E. Johnson. [41] Leydens, J.A. (2016, February). Rendering visible the social justice dimensions in engineering education. University of Toronto, Engineering Communication Program’s 20th Anniversary Speaker Series. Invited. Toronto, Ontario, Canada. [40] Leydens, J.A. (2015, July). Connecting community engagement and social justice: The case of intercultural communication. IEEE Professional Communication (ProComm) Conference, Limerick, Ireland. [39] Lucena, J.C. and Leydens, J.A. (2015, June). From sacred cow to dairy cow: Challenges and opportunities in integrating social justice in engineering science courses. Presented at the American Society for Engineering Education Annual Conference, Seattle, WA. [38] Leydens, J.A., (2014, September - 2015, January, 2015). Research publishing; Write-to-learn; Writing across the curriculum. Three professional development training modules designed for and facilitated with the Bolashak Fellows, scholars visiting the U.S. from Kazakhstan, and all were tailored to instructors in Engineering and Science Education. Office of Special Programs and Continuing Education, Colorado School of Mines, Golden, CO. [37] Leydens, J.A. (2014, June). What is design for social justice? Presented at the American Society for Engineering Education Annual Conference, Indianapolis, IN. [36] Leydens, J.A. (2013, August). Guidelines for integrating social justice to circumvent common barriers to entry and expanding a community of practice. Presented at the Engineering, Social Justice and Peace Conference, Troy, NY. [35] Leydens, J.A. (2013, July). Emerging leadership opportunities for professional communication: Integrating social justice into research and across the curriculum. Presented at IEEE International Professional Communication Conference 2013, Vancouver, B.C., Canada. [34] Leydens, J.A. (2012, October). What does professional communication research have to do with social justice? Presented at IEEE International Professional Communication Conference, Orlando, FL, October 8-10, 2012. Invited; Keynote, Winner of Best Conference Paper Award. [33] Leydens, J.A. (2011, July). Privilege walk. Presented at the 7th annual Engineering, Social Justice and Peace Conference, Bogota, Colombia July 6-9, 2011.

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[32] Leydens, J.A. (2011, May). Integrative learning to enhance critical thinking. Co-facilitated with members of The Institute for Learning and Teaching for over 40 Colorado State University faculty members. Invited. [31] Leydens, J.A. (2011, April). A communication divide in engineering and social justice. Presented at the Conference on College Composition and Communication, Atlanta, GA in the Special Interest Group meeting of EngiComm: Communication in the Engineering Curriculum, on the theme, “Engineering Communication Praxis: Teaching, Theory, and Research.” [30] Leydens, J.A. (2010, August). A view of engineering and social justice through two theoretical lenses: Structural-functional and social-conflict perspectives. Presented at the 6th Engineering, Social Justice and Peace Conference, London, England. [29] Leydens, J.A. (2010, May). Short-circuiting engineers’ assumptions: A belief mapping activity to destabilize conceptual frameworks about writing. Presented at the 10th International Writing Across the Curriculum Conference, Bloomington, IN. [28] Leydens, J.A. (2010, January). Discipline-influenced reasons why engineering writers value yet struggle with writing. Presented to the English Department Faculty at the United States Air Force Academy, Colorado Springs, CO. Invited. [27] Leydens, J.A. (2009, March). Discipline-influenced reasons why writers encounter difficulty: Insights from engineering writers. Presented at the Conference on College Composition and Communication, San Francisco, CA. [26] Leydens, J.A. (2008, May). ‘We have learned as much as we have given:’ What engineering practitioners have to teach WAC scholars about WAC theory and pedagogy. Presented at the 9th International Writing Across the Curriculum Conference, Austin, TX. [25] Leydens, J. A. (February, 2008). Exploring rhetoric: A faculty workshop on applied rhetoric. For faculty in the Department of Applied Science and Engineering and the Engineering Communication Centre, University of Toronto, Toronto, Canada. Invited.

[24] Leydens, J.A. (February, 2008). Role of communication in the advancement of engineering and science: A case study. For students and faculty in the Department of Applied Science and Engineering and the Engineering Communication Centre, University of Toronto. Invited. [23] Leydens, J.A. (2007, September). Sustainability through serendipity: Writing proposals with, for, and about the community. Presented at the Conference on Teaching Sustainability through Service-Learning, Fort Collins, CO. Invited. [22] Leydens, J.A. (2007, March). Role and identity transformations in writing that matters: When students connect civic and personal meanings. Presented at the Conference on College Composition and Communication in New York, NY.

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[21] Leydens, J.A. & Lucena, J. C. (2006, October). The problem of knowledge in incorporating humanitarian ethics in engineering education: Barriers and opportunities,” Presented at the Frontiers in Education Conference, San Diego, CA. [20] Leydens, J. A. (2006, May). Why engineers find writing difficult and what they (and we) can do with those difficulties. Presented at 8th International Writing Across the Curriculum Conference, Clemson, SC. [19] Leydens, J. A. (2006, March). Program description: campus writing program at the Colorado School of Mines. Presented during the Writing Across the Engineering Curriculum Special Interest Group meeting at the Conference on College Composition and Communication in Chicago, IL. [18] Leydens, J. A. (March, 2005). Writing across the curriculum in the United States and at the Colorado School of Mines. Presentation for Latin American college administrators, engineering and other faculty at the Universidad Sergio Arboleda in Bogotá, Colombia. Note: Due to airline reservation glitches, I was unable to attend and my slides were presented by a colleague. Invited. [17] Leydens, J. A. (March 2005). Opening the gates for engineering voices: Writing in the disciplines and in the professions from the perspectives of insiders. Presented at the Conference on College Composition and Communication in San Francisco, CA. [16] Miller, R. L. & Leydens, J. A. (2005, March). Writing to learn and writing to communicate in science, math, engineering, and technology courses. Presented for STEM and other faculty at the United States Air Force Academy in Colorado Springs, CO. Invited. [15] Moskal, B. M., Leydens, J. A., & Pavelich, M. J. (2003, November). Useful concepts in quantitative and qualitative assessment. Three-hour workshop presented at the Frontiers in Education Conference, in Boulder, CO. [14] Olds, B. M. and Leydens, J. A. (2001, March). Closing the loop: How WAC program assessment can help students and inform instructors. Presented at the Conference on College Composition and Communication in Denver, CO. [13] Williams, J. M. & Leydens, J. A. (2001, March). Assessing engineering communication. Presented this session on ABET’s 2000 site visits to CSM and Rose-Hulman Institute of Technology during the special-interest group meeting of engineering communicators at the Conference on College Composition and Communication in Denver, CO. [12] Leydens, J. A. (2000, August). Integrating communication components in technical courses. Presented to engineering faculty developing a Fundamentals of Engineering course at Michigan Technological University in Houghton, MI. Invited. [11] Leydens, J. A. (2000, June). Designing and using writing rubrics. Presented to computer science faculty from multiple US institutions participating in a Computer Ethics Workshop hosted by the CSM Math and Computer Science Department in Golden, CO.

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[10] Leydens, J. A. (2000, April). Developing effective assessment rubrics. Three-hour workshop presented at the Best Assessment Practices Symposium, Rose-Hulman Institute of Technology in Terre Haute, IN. [9] Leydens, J. A. (1999, March). Writing Across the Engineering Curriculum. Presented during a Special Interest Group meeting of Engineering Communications professionals at the Conference on College Composition and Communication in Atlanta, GA. [8] Leydens, J. A. (1998, June). Nature and human values: A first-year course. Presentation during a session with multiple CSM colleagues presenting their own papers at the American Society for Engineering Education Annual Conference in Seattle, WA. [7] Sacks, A. B., Wiedenhoeft, R., Leydens, J. A., Flynn, C., & three colleagues from the Jefferson County School District. (1998, March). Stepping into grade 9-college connections. Presented at the Colorado Language Arts Society Conference in Colorado Springs, CO. [6] Leydens, J. A. & De Maret, P. (1997, March). Writing centers: Reflections on recent theory-practice. Presented at Conference on College Composition and Communication in Phoenix, AZ. [5] Leydens, J. A. & De Maret, P. (1996, April). The politics and ethics of training (to become) tutor chameleons. Presented at the Mid-Atlantic Writing Centers Association Conference in Chestertown, MD. [4] Thomas, L. H. & Leydens, J. A. (1996, March). Demystifying academic and workplace communication. Presented at the Colorado Language Arts Society Spring Conference in Colo. Springs, CO. [3] Leydens, J. A. (1995, March). A view of the writing conference through three lenses. Presented at the Conference of College Composition and Communication in Washington, D.C. [2] LeCourt, D. & Leydens, J. A. (1995, January). Teaching communication skills across the curriculum II--communicating course content: Creating writing assignments that integrate and communicate information. Presented as part of a series on Writing Across the Curriculum for Colorado State University Faculty at the Professional Development Institute in Fort Collins, CO. [1] Leydens, J. A. (1994, October). The writing conference: Opening a two-way street. Presented for the Southwest Regional Conference, hosted by Colorado Language Arts Society and the National Council of Teachers of English in Boulder, CO.

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INTERVIEWS AND PANELS Leydens, J.A. (July 2017). Video recorded interview by IEEE ProComm Conference Advisory Committee member Alan Chong, University of Toronto, Canada, in Madison, WI, at the IEEE Professional Communication Conference, for the IEEE ProComm website, on my conference paper “Confronting intercultural awareness issues and a culture of disengagement: An engineering for social justice framework.” To be archived. Leydens, J.A. and Lucena, J.C. (May 2015). Audio recorded live webinar, interview by Kevin Passino, Professor of Electrical and Computer Engineering and Director of the Humanitarian Engineering Center, Ohio State University, on our forthcoming book, Engineering justice: Transforming engineering education and practice. Archived at https://hevcp.engineering.osu.edu/sessions. Lucena, J.C. and Leydens, J.A. (March 2015). Audio recorded interview by Julia Williams, Executive Director of the Office of Institutional Research, Planning & Assessment, Rose-Hulman Institute of Technology (RHIT), for RHIT students and faculty, on our book Engineering and sustainable community development. REPRESENTATIVE PRESENTATIONS FOR THE CSM COMMUNITY Leydens, J.A., (2017, February). What’s in the hidden curriculum? Exploring ideologies and mindsets in the engineering curriculum. Invited talk for the CSM Chapter of the National Society of Black Engineers. Lucena, J.C., Leydens, J.A., and Smith, J.M. (2016, December). Disrupting the boundary between the technical and the social at CSM. Workshop for invited CSM faculty in the engineering sciences and engineering design. Lucena, J.C., Leydens, J.A., and Smith, J.M. (2015, December). Engineering for social justice. Workshop for invited CSM faculty in the engineering sciences and engineering design. Leydens, J.A., Houser, S. and Munakata-Marr, J. (2014, March). Panelists and discussion leaders for Inequality for All documentary screening, sponsored by the Divisions of Economics and Business, Liberal Arts and International Studies, and the Office of Diversity and Inclusion. Leydens, J.A. (2013, January). How are wealth and income distributed? Exploring U.S. socioeconomic inequality. Presented as part of a Delta Days, luncheon sponsored by CSM President’s Council on Diversity and Chevron, Halliburton, and BP. Leydens, J. A. (2010, February). Not your parents’ writing pedagogy: How writing can foster learning in engineering and science courses. Presented at the CSM Pedagogy Seminar, Co-sponsored by Physics and the Center for Engineering Education.

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Leydens, J. A. (2005, September). Findings from the 2005 visibility study of the CSM Humanitarian Engineering Program. Presented to Humanitarian Engineering Program Faculty as part of a Hewlett Foundation-sponsored research project. Leydens, J. A. (2003, November). Integrating writing into comparative political and economic systems. Presented this three-hour workshop for McBride Honors Program faculty. Leydens, J. A. (2002, January). What writers should know and be able to do when entering MEL I. Presented for faculty/TAs in the Multidisciplinary Engineering Lab (MEL) course sequence. Leydens, J. A. (2001, February). The peer review process in research proposal writing. Presented for graduate students in Petroleum Engineering (PEGN 682), a proposal writing course. Leydens, J. A. (2000, October). Grading writing efficiently and effectively. Presented for faculty teaching EGGN250 and 350--Multi-Disciplinary Engineering Labs at CSM. Leydens, J. A. (2000, March). Unblocking writer's block. Presented for Colorado School of Mines faculty, staff, and students. Spring 2000 WAC Workshop Series. Leydens, J. A. & Loshbaugh, H. G. (1999, April). Models for success: WAC in engineering and the sciences. Presented to Colorado School of Mines faculty as part of the Spring 1999 Writing-Across-the-Curriculum (WAC) Workshop Series. Leydens, J. A. (1999, February). Designing and using rubrics. Presented for Colorado School of Mines faculty as part of the Spring 1999 WAC Workshop Series. Leydens, J. A. (1998, October). Writing and learning across the curriculum. Presented for Colorado School of Mines faculty, sponsored by the CSM Office of Teaching Effectiveness. NEW COURSE DEVELOPMENT • LAIS100, Nature and Human Values, Recitation/Seminar Syllabus (1997-2004) • LAIS402, Writing Proposals, a course on writing proposals for nonprofit organizations • LAIS415, Mass Media Studies, a course on rhetoric using mass media applications • LAIS498/598, Humanitarian Engineering Ethics, a course co-developed and co-taught with

colleagues from LAIS, Engineering, and Environmental Science Engineering • LAIS477/577, Engineering for Sustainable Community Development, co-developed and co-

taught with colleagues from LAIS, Engineering, and Environmental Science Engineering • LAIS478/578, Engineering and Social Justice, co-developed with Juan Lucena and Jen

Schneider as part of an NSF-sponsored grant on Engineering and Social Justice • LAIS601, Academic Publishing, a guided-inquiry course on discipline-specific publishing

for graduate students, co-designed and initially co-taught with Barbara M. Olds • LAIS425, Intercultural Communication, using globalization and social justice frameworks • LAIS426, Scientific Controversies, a course on the rhetoric of science and engineering

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• HNRS440, Explorations in International Studies and Global Affairs, McBride Honors Program course on how to bridge gender, race, class, and other communication gaps

• HNRS445, Explorations in Science, Technology, and Society, McBride Honors Program course on how historical/contemporary scientists used language to earn acceptance of ideas

OTHER COURSES TAUGHT • CSM101, First-Year Success Seminar, including one section to students from diverse

backgrounds, including low-income and/or first-generation college students • EPICS151, Engineering Practices Introductory Course Sequence, a first-year design course

emphasizing teamwork, communication, and design skills • LAIS419, Media and the Environment, a course on the ways that messages about the

environment and environmentalism are communicated in the mass media • LAIS423, Advanced Science Communication, a course featuring historical and contemporary

case studies of science communication theory and practice • LAIS424/524, Rhetoric, Energy, and Public Policy, a course applying contemporary

rhetorical theory to energy policy processes ADVISING AND MENTORING OF GRADUATE STUDENTS Served as thesis or dissertation committee member. 2005-2007: Peter DeWitt, MS, Applied Mathematics/Computer Science, CSM – thesis assessed learning outcomes associated with integrating the Alice computer program in CS courses. 2009-2013: Alexandre Probst, Ph.D., Mathematics – dissertation assessed the effectiveness of a tablet-PC software application for statistics classes. 2013-2016: Catherine Berdanier, Ph.D. School of Engineering Education, Purdue University – dissertation evaluating the processes of learning academic engineering writing as sociocognitive adaptations among graduate students. 2013-2016: Andrea Mazzurco, Ph.D., School of Engineering Education, Purdue University – dissertation evaluating diverse methods that facilitate community participation in humanitarian engineering projects to lay the foundation for a learning platform. 2017-present: Neha Choudhary, School of Engineering Education, Purdue University – dissertation investigating motivations, expectations, benefits, challenges, and stakeholder relationships in global engineering and service learning partnerships.

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REPRESENTATIVE COMMITTEE SERVICE International:

• Editorial Advisory Board Member, IEEE Transactions on Professional Communication, 2016-present. Other EAB members:

Helen, Grady, Mercer University, USA, Chair Jan Spyridakis, University of Washington, USA Hans van der Meij, University of Twente, Netherlands Peter Weiss, University of Toronto, Canada Hazel Sales, Plymouth University, UK

National:

• Chair, Writing Across the Engineering Curriculum Special Interest Group, Conference on College Composition and Communication, 2007-11; co-chair 2005-06, member 1999-2011.

Institutional:

• CSM Assessment Committee • McBride Honors Tutorial Committee • Humanitarian Engineering Curriculum Committee • Humanitarian Engineering Advisory Committee • Writing Across the Curriculum Committee (chair, 1998-2011)

Departmental: • Liberal Arts and International Studies (LAIS) Assessment Committee (former chair) • LAIS Communications Committee (former chair) • LAIS Nature and Human Values Committee • LAIS Scheduling Committee (former chair)

HONORS AND AWARDS In 2017, won the Best Paper Award from the American Society for Engineering Education, Minorities in Engineering Division, for the paper “Mechanisms by which indigenous students achieved a sense of belonging and identity in engineering education.” Authors: Leydens, J.A. Morgan, T.K.K.B., and Lucena, J.C. In 2015-16, won the Exemplar in Engineering Ethics Education Award from the National Academy of Engineering (NAE), along with CSM colleagues Juan C. Lucena and Kathryn Johnson. In 2016, our initiative, “Enacting macroethics: Making social justice visible in engineering education” was showcased on the NAE’s Online Ethics Center for Engineering and Science website at http://www.onlineethics.org/Resources/38201/35738.aspx

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In 2015, won the Ronald S. Blicq Award for Distinction in Technical Communication Education from the Professional Communication Society of the Institute for Electrical and Electronic Engineers (IEEE). The Blicq Award “recognizes innovative educators who have influenced the ways that technical communication is taught–in pre-college settings, in undergraduate and graduate university degree programs, and in professional life through workshops and seminars.” As part of the Award, I was asked to give a plenary talk at the 2015 Professional Communication Society Conference in Limerick, Ireland. In 2015, won the Outstanding Faculty Teaching Award for the Liberal Arts and International Studies Division, given for the 2014-2015 academic year by seniors graduating in May 2015. Each graduating class votes for outstanding faculty members in each department or division. In 2012, won the James F. Lufkin Award for the best paper at the International Professional Communication Conference (IPCC), where I was an invited speaker. The paper is entitled, “What does professional communication research have to do with social justice? Intersections and sources of resistance.” IPCC is the annual conference of the Professional Communication Society (PCS) in the Institute of Electrical and Electronics Engineers (IEEE). In 2012, invited to serve as Guest Editor of a theme issue on Engineering Communication in Engineering Studies, Journal of the International Network of Engineering Studies. In 2012, selected as one of the most effective instructors in LAIS by Ron Miller (Chem. and Bio Engineering and Director of Center for Engineering Education (CEE)) and Wendy Harrison (Geological Engineering), who observed my teaching to calibrate a new teaching observation feedback protocol as part of the CEE’s developing teaching mentorship program. In spring 2010, awarded the Alfred E. Jenni Fellowship, an honor presented to a Colorado School of Mines faculty member “who has a track record of scholarship in educational research and development pertinent to the mission of the school, a reputation among students for strong dedication and concern toward their learning, and a vision of how to contribute to institution-wide enhancements in education.” Co-nominee for the 2010 Bernard M. Gordon Prize for Innovation in Engineering and Technology Education, given annually since 2001 by the National Academy of Engineering. For involvement in teaching, researching, and developing the Colorado School of Mines Humanitarian Engineering Program. Nominator: Dr. Richard M. Reis, Executive Director of the Alliance for Innovative Manufacturing at Stanford University, Co-Executive Director of the Stanford Research Communication Program, and former Associate Dean for Professional Development in the Stanford School of Engineering. In 2009, the Science and Human Rights Program of the American Association for the Advancement of Science identified select course syllabi that became part of a compilation of science courses that focused on "science and human rights." “Humanitarian Engineering: Ethics, Theory, Practices,” a course I co-designed with colleagues from LAIS, Engineering, and Environmental Science and Engineering, was one of the course posted on the AAAS web site at http://shr.aaas.org/.

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Nominated in 2009 for the National Council of Teachers of English Award for the Best Article Reporting Qualitative or Quantitative Research in Technical or Scientific Communication, for “Novice and insider perspectives on academic and workplace writing: Toward a continuum of rhetorical awareness,” which appeared in 2008 in a Special Issue on Engineering Communication of IEEE Transactions on Professional Communication. Nominators were the guest editors of that issue, Marie C. Paretti and Lisa McNair, of Virginia Tech. Nominated for inclusion in the 2009 Frontiers of Engineering Education Symposium, hosted by the National Academy of Engineering, November 16-18, 2009. The Symposium is for faculty “in the first half of their careers who are engaged in interesting and effective innovations in engineering education to share and explore their work.” Nominators: Dr. Barbara M. Olds, CSM Associate Provost for Educational Innovation and Dr. Wendy Harrison, CSM Associate Provost. Won the Best Paper Award, 2008 Engineering Education in Sustainable Development Conference, in Graz, Austria for “Where is ‘community’?: Engineering education and sustainable community development” by Jen Schneider, Jon A. Leydens, and Juan Lucena. Nominated and selected in 2008 by members of the National Academy of Engineering to participate in an invitation-only, expense-paid trip to a workshop on “Engineering, Social Justice, and Sustainable Community Development.” October 2-3, 2008, Washington, DC, at the National Academy of Engineering. Selected for inclusion in the 7th and 8th editions of Who’s Who Among America’s Teachers, in 2002 and 2004. Only five percent of US instructors are included once, fewer than two percent are included in more than one edition, and all instructors must be nominated by college students on the National Dean’s List. In October, 2001, received the “Favorite Professor Award” from a member of the Society of Women Engineers, CSM Chapter, an award sponsored by Marathon Oil. Invited to serve on the Local Arrangements Committee in preparation for the 52nd Conference on College Composition and Communication to be held in Denver in March, 2001. Founding Member of the Center of Engineering Education in 2000, Colorado School of Mines. Nominated by peers in fall 1997 to be the English/Literature/Composition Co-Chair of the 1998-2000 CCHE Faculty-to-Faculty Conferences, representing four-year institutions in Colorado. While a Master's Degree Candidate (1992-1994): Graduate Teaching Assistantship, Professional Internship in English Certificate, Over $5,000 in Academic Scholarships, Passed Comprehensive Exams With Distinction. While an EFL Instructor (1989-1992): the Volvo Italia, Ktéma, and Coop Italia Contracts. Wall Street Institute of Languages, Bologna, Italy.

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As an Undergraduate: Inducted into three Honor Societies: Phi Beta Kappa, Phi Kappa Phi, Alpha Lambda Delta. Graduation With Distinction, Colorado Scholars Award Scholarship, Co-President of Lambda Iota Tau, the English Major's Honor Society. LANGUAGES English and Italian.