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Jon A. Leydens is an associate professor in the Division of Liberal Arts and International Studies at Colorado
School of Mines, USA, where he has been since 1997. Research and teaching interests include
communication, social justice, and engineering education. Dr. Leydens is co-author of Engineering and
Sustainable Community Development (Morgan and Claypool, 2010) and editor of Sociotechnical Communication
in Engineering (Routledge, 2014). Dr. Leydens won the James F. Lufkin Award for the
best conference paper—on the intersections between professional communication research and social justice—
at the 2012 International Professional Communication Conference. In 2015, he 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). His current research focuses
on rendering visible and integrating the social justice dimensions inherent in three components of the
engineering curriculum—in engineering sciences, engineering design, and humanities and social science
courses. That research, conducted with co-author Juan C. Lucena, culminated in Engineering Justice:
Transforming Engineering Education and Practice (Wiley-IEEE Press, 2017).

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Kathryn Johnson is an Associate Professor at the Colorado School of Mines in the Department of Electrical Engineering and is Jointly Appointed at the National Renewable Energy Laboratory’s National Wind Technology Center. In 2011, she was a visiting researcher at Aalborg University in Denmark, where she collaborated on wind turbine control research and experienced Aalborg’s Problem-Based Learning method. She has researched wind turbine control systems since 2002, with numerous projects related to reducing turbine loads and increasing energy capture. She has applied experiential learning techniques in several wind energy and control systems classes and began engineering education research related to social justice in control systems engineering in 2014.

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Stephanie Claussen’s experience spans both engineering and education research. She obtained her B.S. in Electrical Engineering from the Massachusetts Institute of Technology in 2005. Her Ph.D. work at Stanford University focused on optoelectronics, and she continues that work in her position at the Colorado School of Mines, primarily with the involvement of undergraduate researchers. In her role as an Associate Teaching Professor, she is primarily tasked with the education of undergraduate engineers. In her courses, she employs active learning techniques and project-based learning. Her previous education research, also at Stanford, focused on the role of cultural capital in science education. Her current interests include engineering students' development of social responsibility and the impact of students' backgrounds in their formation as engineers.

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Dr. Jenifer Blacklock focuses on project-based learning and developing hands-on curriculum to create strong science and engineering foundations.

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Barbara Moskal is a research professor in the College of Education at Texas Tech University. She is also a Senior Associate Editor for the Journal of Engineering Education.

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Olivia Cordova is a graduating senior in Electrical Engineering at the Colorado School of Mines. As a member of the Institute of Electronics and Electrical Engineers and Society of Women Engineers, she is passionate about organizing and participating in outreach for the youth in STEM, especially young girls. Technically, she studies power systems analysis and renewable energy integration. This technical background has allowed her to realize the disconnection between social and technical aspects of engineering. Through this realization, she has been able to participate in research regarding sociotechnical integration in engineering education.

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