Joseph R. Lennox, PhD

18 Pages·2017·0.69 MB·English

Curriculum Vitae
Joseph R. Lennox, Ph.D.
Assistant Professor of Organic Chemistry

HOME ADDRESS
5063 Worchester Dr. Please send any inquiry through
Dayton, OH 45431 Contact Page

EDUCATION
Postdoctoral Fellow, University of California – Berkeley (UCB), Department of Chemistry,
Berkeley, CA. Heterocyclic Chemistry with Prof. Emeritus Henry Rapoport.
Ph.D., University of Wisconsin – Madison (UWM), Department of Chemistry and Biochemistry,
Madison, WI.
Dissertation: Progress Toward the Total Synthesis of [Antitumor Macrolide] Rhizoxin D.
Committee: Profs. Steven D. Burke (Principal), Lawrence F. Dahl, Samuel H. Gellman, Ronald T.
Raines, and Howard W. Whitlock.
MS, UWM, Department of Chemistry and Biochemistry, Madison, WI.
BA, La Salle University (formerly La Salle College), Department of Chemistry (ACS, cum laude,
Mathematics & Computer Science Minor), Philadelphia, PA.

ACADEMIC APPOINTMENTS
Visit. Asst. Prof. Organic Chemistry, Antioch College, Yellow Springs, OH; Sep 2016 – Jul 2018
Assistant Professor of Chemistry, Oregon Tech, Wilsonville, OR; Sep 2015 – Jun 2016
Associate Faculty in Chemistry, Mira Costa College, Oceanside, CA; Jan 2015 – Aug 2015
Associate Faculty in Chemistry, Palomar College, San Marcos, CA; Jan 2014 – Aug 2015
Non-Senate Faculty (NSF) Lecturer of Chemistry, University of California, San Diego (UCSD), San
Diego, CA; Jan 2013 – Dec 2013

AWARDS & HONORS
Finalist, Palomar College Distinguished Faculty Award for Excellence in Teaching (2015)
Anadys Pharmaceuticals (Roche) Special Recognition Award (2006) for expeditious development of
the synthetic preclinical manufacturing route of an immunotherapeutic drug candidate one quarter
ahead of schedule to guarantee attainment of corporate milestones.
Wyeth (Pfizer) Special Recognition Award (1994) for developing and patenting the most potent series
of chloride channel antagonists known, entities useful for multiple therapeutic indications, during a
time when only four such species existed.
University of Wisconsin – Madison Outstanding Teaching Assistant Award (1989) for successful
application of metacognitive research (1988) to a course in organic chemistry for nurses and medical
technicians leading to improved study habits and performance.
University of South Carolina (USC) Peyton C. Teague Fellowship (1986), graduate student lecturer
American Chemical Society Philadelphia Section Scholastic Achievement Award in Chemistry (1986)
American Chemical Society Undergraduate Award in Analytical Chemistry (1985)

GRANT
Antioch Educational STEM Outreach Program (AESOP), $3000, funded through Antioch College
Giving Tuesday, Nov 2017, for empowerment of supplemental instructors and science majors in
community outreach through “Science Saturday” delivery of age-appropriate demonstrations and
experiential exercises to Miami Valley local area students of ages 5-7, 8-10, 11-13, 14/15, and 16-18.
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 2 of 21
STATEMENTS INCLUDED IN THIS CV
Diversity Statement p 18
Professional Teaching Philosophy with Supportive References p 19
Developmental Mentoring Statement with Supportive References p 22 (foundation for publication)
Example Undergraduate Research with Supportive References p 26

ACADEMIC TEACHING EXPERIENCE (5 Years)
All curriculum design and development included personal assessment architecture, building of active
learning materials, custom PowerPoint presentation composition (some with incorporated video),
interteaching assignment construction, lecture writing, laboratory course design (where appropriate),
modes of assessment, record maintenance, and writing of course learning outcomes (CLOs) and liberal
arts learning outcomes (LALOs). CLOs and LALOs were assessed in a manner consistent with
accreditation requirements. Elements of diversity, equity, and inclusion, along with matters of social
justice, were integrated into all designed Antioch College courses.

PROGRAM DESIGN & DEVELOPMENT

Visiting Assistant Professor, Antioch College

Antioch Educational STEM Outreach Program (AESOP) for approximately eighty Miami
Valley K-12 students providing hands-on learning experiences in chemistry, environmental
science, food chemistry, forensics, and physics. Developed with and implemented by 4th-year
biomedical science students.
o SCI 299, Antioch Educational STEM Outreach for 4th-year students (Fall 2017)
 This course is designed to provide students with credit for service learning (SL)
through public outreach in the area of science, technology, engineering and
mathematics (STEM) in collaboration with the Antioch Educational STEM
Outreach Program (AESOP). The program was designed to provide students of
ages 5-18 with on-campus experiential exercises through monthly “Science
Saturdays.” Students will have the opportunity to engage in experiential
teaching with local area students ages 5-18 with instructor support. Although
prior teaching experience is valued, no experience is required for interaction
with students of ages 5-15 for this SL-based independent study.
o SCI 399, Antioch Educational STEM Outreach for Supplemental Instructor Mentors
(Fall 2017)
 As above, however, with teaching/mentoring training/experience and the
expectation of taking a team leader role in AESOP.

Biopsychology Custom Design Major as pre-Genetics Counseling Program in preparation for
graduate school. There is an initial extensive focus on biology/physical science curriculum
starting in the 1st year and decreasing at the completion of the 3rd year along with a psychology
curriculum that ramps up intensively in the 4th year. Expected is Spanish language advanced-
level high proficiency. Included are courses in advanced molecular genetics, basic therapeutic
skills, biochemistry, biopsychology, counseling theories, cross-cultural psychology,
evolutionary biology, human embryology, learning and behavior, molecular biology, organic
chemistry, personality theories, political and ethical issues, teaching and mentoring. Applied
teaching and mentoring are required. Cooperative education component focuses on appropriate
application of course materials. Developed in collaboration with a behavioral and learning
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 3 of 21
psychologist (May 2017), Chicago School of Professional Psychology. Reviewed (29 Jun 2017)
in high regard as superior preparation for genetics counseling graduate programs by the Stanford
University School of Medicine, M.S. Program in Human Genetics & Genetics Counseling.

Supplemental Instructor Mentor (SIM) Program independently developed, implemented, and
taught with 3rd- and 4th-year biomedical science and psychology majors as students. Program
created as a social justice empowering element for first-generation and underrepresented student
persistence and completion. Published professional mentors (one CEO and two professors in
the U.S. and UK) were assigned as individual student coaches in NDE 315. Externally
represented (2018 Ohio PKAL Regional Annual Conference) and positively reviewed (29 Mar
2018) by the University of Missouri – Kansas City International Center for Supplemental
Instruction. Successful program completion merited a request by the Director of the Antioch
College Center for Academic Support Services for a practicing SIM to provide “basic training”
to peer mentors (May 2018).
o NDE 305, Learner-Centered Teaching (Fall 2016)
 NDE 305 is a “beyond the basics” course in applied teaching skills as they
relate to a wide variety of teaching and learning situations, including those used
by experienced instructors. Although it is anticipated that enrollees will
continue with a mentor in their area of study for guidance and direction in a
subsequent term (NDE 310), this is not a requirement. Anyone wishing to build
applied teaching skills to foster communication among individuals or groups
(governance, public relations, social justice) in a wide variety of teaching and
learning scenarios are welcomed in this course. Although there will be an initial
emphasis upon lecture to build the necessary foundation of knowledge, this will
yield to active learning, discussion, and experiential activities.
o NDE 310, Supplemental Instructor Practicum (Fall 2016)
 This course is designed to provide 3rd- and 4th-year students with practical
experience as supplemental instructors in any discipline for the utilization of a
broad range of pedagogical practices or skills. Students are exposed to methods
and techniques deemed critical to the pedagogy of the instructor-mentor.
Students who serve as mentors or tutors, as well as those who hold part-time
jobs in education off-campus, or are preparing for an education co-op, are
particularly well-suited for involvement in the course for practical experience.
This course may be taken as an elective more than once as long as the course
title and description are distinct.
o NDE 315 (Delivered as SCI 399 due to Curriculum Committee backlog), The Art &
Science of Inclusive Mentoring (Fall 2017)
 This is a holistic course in applied professional mentoring skills as they relate
to a wide variety of mentoring relationships, including those useful to
experienced instructors. There will be a substantial focus on developmental
mentoring. Anticipated is that the enrollee will continue with a coach/mentor
in their area of study for guidance and direction concurrently (NDE 310).
Anyone wishing to build applied mentoring skills to foster learning, learning
skills, persistence, diversity, equity and inclusiveness among individuals or
groups in a wide variety of scenarios is welcomed in this course.

Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 4 of 21
CURRICULUM DESIGN & DEVELOPMENT

Visiting Assistant Professor, Antioch College
SCI 101, Foundational Topics in Science: Basic Chemistry (Spring 2017)
SCI 101, Foundational Topics in Science: From Atoms to Pharmaceutical Ethics (Fall 2016)
SCI 101, Foundational Topics in Science: The Science Behind Science Fiction (Fall 2017),
reviewed (30 Nov 2017) by University of California – Davis Department of Biochemistry and
Molecular Medicine.
SCI 370, Special Topics in Science: Medicinal Chemistry (Fall 2016)
SCI 470, Advanced Special Topics in Science: Container Course (Winter 2018)
SCI 470, Advanced Special Topics in Science: Chemical and Pharmacological Theory and
Methods in Contemporary Drug Discovery, Design and Development (Winter 2018), reviewed
(2 Feb 2018) by University of Kansas, Department of Medicinal Chemistry graduate program.
Assistant Professor, Oregon Tech
CHEM 407, Essentials of Biochemistry (Winter 2016)
Associate Faculty, Palomar College
CHEM 104, General, Organic & Biochemistry (Fall 2014), course rebuild based upon UCSD
CHEM 11, 12 and 13

INDEPENDENT STUDY & UNDERGRADUATE RESEARCH
Visiting Assistant Professor, Antioch College
SCI 399, Adv. Ind. Study: Preparation for Educational Research (Winter 2018)
SCI 495, Senior Project(s) in the Sciences:
o Special Topic in Higher Education: “Creating a Mentoring Culture on Campus: Early
Developmental Mentoring for Persistence & Completion” (Spring 2018)
o Special Topic in Medicinal Chemistry: “Recent Advances in Antimalarial Drug
Resistance and Novel Therapeutic Approaches” (Spring 2018)

ACTIVE LEARNING & HYBRID LECTURE ACTIVE LEARNING COURSES
Visiting Assistant Professor, Antioch College
NDE 305, Learner-Centered Teaching (Winter, Fall 2017)
NDE 310, Supplemental Instructor Practicum (Spring/Winter 2017)
SCI 101, Found. Topics in Science: From Atoms to Pharmaceutical Ethics (Winter 2017)
SCI 299/399, Hybrid Ind. Study: Antioch Educational STEM Outreach (Winter/Spring 2018)

DISCUSSION & ACTIVE LEARNING COURSE
Visiting Assistant Professor, Antioch College
SCI 399, Hybrid Adv. Ind. Study: The Art & Science of Inclusive Mentoring (Winter 2018)

LECTURE COURSES
Visiting Assistant Professor, Antioch College
CHEM 105, General Chemistry I (Winter 2017, 2018)
CHEM 160, General Chemistry II (Summer 2017)
CHEM 205, Organic Chemistry I (Fall 2016, 2017)
CHEM 220, Environmental Chemistry (Fall 2016), guest speaker for three lectures.
CHEM 330, Organic Chemistry II (Spring 2017, 2018)
SCI 101, Found. Topics in Science: The Science Behind Science Fiction (Winter 2018)
SCI 370, Special Topics in Science: Medicinal Chemistry (Spring 2017)
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 5 of 21
SCI 470, Advanced Special Topics in Science: Chemical and Pharmacological Theory and
Methods in Contemporary Drug Discovery, Design, and Development (Spring 2018)
Assistant Professor, Oregon Tech
CHE 201, General Chemistry I (Fall 2015)
CHE 202, General Chemistry II (Winter 2016)
CHE 203, General Chemistry III (Spring 2016)
CHE 331, Organic Chemistry I (Fall 2015)
CHE 332, Organic Chemistry II (Winter 2016)
CHE 407, Essentials of Biochemistry (Spring 2016)
Associate Faculty, Palomar College
CHEM 104, General, Organic & Biochemistry (Fall 2014, Summer 2015)
CHEM 110, General Chemistry I (Summer 2014, Spring 2015)
Associate Faculty, Mira Costa College
CHEM 108, Preparatory Chemistry, Mira Costa College (Spring 2015)
Lecturer, University of California, San Diego
CHEM 6A, General Chemistry I (Summer, Fall 2013)
CHEM 11, The Periodic Table (Gen Chem Non-Science Majors, Spring/Fall 2013)
CHEM 12, Molecules & Reactions (Org Chem Non-Science Majors, Winter 2013)

LABORATORY COURSES
Visiting Assistant Professor, Antioch College
CHEM 105L, General Chemistry I (Winter 2017, 2018)
CHEM 160L, General Chemistry II (Summer 2017)
CHEM 205L, Organic Chemistry I (Fall 2016, 2017)
CHEM 330L, Organic Chemistry II (Spring 2017, 2018)
Assistant Professor, Oregon Tech
CHE 204, General Chemistry I Laboratory (Fall 2015)
CHE 205, General Chemistry II Laboratory (Winter 2016)
CHE 206, General Chemistry III Laboratory (Spring 2016)
CHE 331L, Organic Chemistry I Laboratory (Fall 2015)
CHE 332L, Organic Chemistry II Laboratory (Winter 2016)
CHE 407L, Essentials of Biochemistry Laboratory (Spring 2016)
Associate Faculty, Palomar College
CHEM 100L, Fundamentals of Chemistry Laboratory (Spring 2014, 2015)
CHEM 104L, General, Organic & Biochemistry Laboratory (Fall 2014, Summer 2015)
CHEM 110L, General Chemistry I Laboratory (Spring/Summer 2014)
Graduate Student Teaching Assistant, University of Wisconsin – Madison
CHEM 342L, Elementary Organic Chemistry Laboratory, (Fall 1988)
CHEM 344L, Introductory Organic Chemistry Laboratory, (Spring 1989, Summer 1989, Fall
1989, Spring 1990, Summer 1990, Fall 1990, Spring 1991, Summer 1991, Fall 1991, Spring
1992)
Graduate Student, University of South Carolina – Columbia
CHEM 331L, Organic Chemistry Laboratory I, Lecturer (Fall 1986)
CHEM 332L, Essentials of Organic Chemistry Laboratory II, TA (Spring 1987)

Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 6 of 21
MENTORSHIP & PROMOTION OF EXCELLENCE
FOR WOMEN IN SCIENCE, AWIS, Antioch College, Palomar College & UCSD
Association for Women in Science (AWIS), Cincinnati Division; online Group Administrator
and Representative for Mentoring & Coaching Support for AWIS National (2017 – Pres)
Mentoring of Antioch College 3rd year in preparation for MS in Genetics Counseling (2017-
2019)
Mentoring of Antioch College 4th year in preparation for MS in PA Studies with emphasis on
communication to foster patient learning, and deliberate, holistic adjunct counseling
support of patients through applied mentoring theory and practice (2017-2018)
Mentoring of Antioch College 4th year in preparation for medical school with an emphasis on
communication to foster patient learning (2017)
Distance mentoring of Palomar College 3rd year toward acceptance by Harvey Mudd College,
Johns Hopkins University, and Stanford University for BS in Engineering (2016-2017)
Distance mentoring of UCSD 2nd year toward UC Leadership Excellence Through Advanced
Degrees (LEADS) research intern (2016-2018)
Distance mentoring of Palomar College 2nd year toward Johns Hopkins School of Medicine
Diversity Summer Internship (2015-2016)
Mentoring of Palomar College 2nd year toward AWIS Scholarship (2015) and entry into UCSD
for BS in Biochemistry (2014-2015)
Mentoring of Palomar College 2nd year toward building confidence in the attainment of a career
in scientific research (2014-2015)
Mentoring of UCSD students toward college-success skill development and persistence in
college STEM-based studies (2013)

ACADEMIC MENTOR / SUPERVISOR (9 Years)
Antioch College (Sep 2016 – Jul 2018)
Supervised and mentored three undergraduate supplemental instructors in the art of learner-
centered teaching with a focus on active learning, metacognitive strategies in chemistry
education, and holistic mentoring. Developmental mentoring of students (1st through 4th year).
Developmental advising (NACADA) of students, including self-design majors.
Oregon Tech (Sep 2015 – Jun 2016)
Developmental mentoring of students (1st through 4th-year) in engineering and medical
laboratory science. Supervised one senior student laboratory technician.
Palomar College (Jan 2014 – Aug 2015)
Volunteer, STEM Instructor Mentorship Program, Palomar College. Guiding students in honing
of career interests, transitioning to a four-year college, the pursuit of internships/ scholarships,
and support for women, the economically and socially disadvantaged, and the ethnically
underrepresented.
University of California, San Diego (Jan – Dec 2013)
Supervised and mentored eight graduate and four undergraduate teaching assistants in the art of
learner-centered teaching with a focus on metacognitive strategies.
San Diego State University & University of California, San Diego (Jan 2010 – Dec 2012)
Tutoring of undergraduate and graduate students in organic chemistry (up to 40 contact hours
per week); developmental mentoring of undergraduates, graduate students, and postdocs.
University of California, Berkeley (Jan 2000 – Nov 2001)
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 7 of 21
Mentored a group of four postdoctoral fellows, with one Ph.D. direct report, and one foreign
(Cairo, Egypt) visiting professor (UCB) via laboratory leadership, communication, delegation,
negotiation skills, and team dynamics.

VOLUNTEER EXPERIENCE
HIGHER EDUCATION INSTITUTIONAL SERVICE
 Antioch College Academic Policy & Review Committee, Jul 2017 – Jul 2018
 Antioch College Accepted 1st Year “Antioch Adventure” with emphasis on non-science major
chemistry education in the active learning space classroom, Spring/Summer 2017
 Antioch College Admissions Committee, Sep 2017 – May 2018
 Antioch College Community Council, non-elected participation, Fall 2016
 Antioch College Community Standards Board, Summer 2017
 Antioch College, promotion of STEM-driven, intellectual property-based, self-sustaining
economic models in higher education, Fall 2016
 Antioch College Project AESOP Facilitator & Coordinator of Students, Jan – Apr 2017
 Oregon Tech, Chemical Safety & Hygiene Advisor to the Vice-President, Fall 2015 – Spring
2016
 Palomar College, Title V, HSI STEM II Basic Skills Steering Committee, Spring 2015
 UCSD Industrial Outreach securing “baccalaureate postdocs” in oncology research for
undergraduates majoring in the chemical sciences, Summer 2013
 UCSD NSF Funding Selection Committee, Spring 2013
 UCSD Chemistry & Engineering Advisory Panel, Winter 2013

HIGHER EDUCATION REGIONAL SERVICE
Southwestern Ohio Council for Higher Education (SOCHE)
 Career Services Committee, 2017 – 2018
 Faculty Development Committee, 2017 – 2018
 Retention & Completion Committee, 2017 – 2018

PROFESSIONAL CAREER & EDUCATIONAL SERVICE
Association for Women in Science (AWIS), Cincinnati Section, Cincinnati, OH
 STEM Education Event Volunteer & Career Services Consultant

COMMUNITY OUTREACH
Antioch Educational STEM Outreach Program (AESOP), Antioch College, Yellow Springs, OH
(Winter, Spring 2018). Recruitment of Antioch biomedical science students, including one
Supplemental Instructor Mentor (SIM) in the delivery of on-campus experiential STEM exercises to
Miami Valley area students ages 5-18 through hosted monthly “Science Saturdays.” Activities included
Testing for Water Pollution, Swamp Water Purification, Blood Typing, Drug Detection, Fingerprint
Lifting, Fingerprint and Hair Analysis, Light and Laser Optics, Circuits, Density of Fruits & Vegetables,
Isolation of DNA from Strawberries, Two-Phase Lava Tubes, Two-Phase Color Diffusion, Preparation
of Glitter Slime, A Feast for Yeast, Dancing Gummy Worms, Color Mixing Candies, and Can You Sink
a Marshmallow?

MEDIA COVERAGE
Bachman, M. “Making Science Fun, Gender-Friendly,” Yellow Springs News 2018, 139(3), p 1, 6.
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 8 of 21
Shell, G. (ThinkTV); Burck, E. (Antioch Student). Video highlights for PBS/ThinkTV.

PROFESSIONAL CONSULTING
Lennox Consulting, Dayton, OH; Portland, OR; San Diego, CA, Sep 2007 – Present.
Principal Consultant & Training-Development Specialist
 Biopharmaceutical, nutraceutical, health & technology. Natural product extraction and purification
process validation. Medicinal chemistry, SAR, prodrug design. Synthetic process validation.
Chemical technology transfer package writing and validation.
 Chemical safety & hygiene omni-personnel inclusive laboratory safety planning and SOP;
threat/hazard identification & risk assessment; threat/hazard abatement; pre-inspection
documentation/record keeping; facilitator toward institutional-OSHA cooperative relationship.
 Chemical science personnel interviewing, selection, training & development.
 Director of Life Sciences (BOD) and liaison with BIOCOM for NAPM (2008).
 Legal defense and prosecution support (attorney collaboration). Chemical forensics; expert witness
and testimony; intellectual property. Information analysis and interpretation.
 Thomson Reuters Expert Witness Services network.
Education & Career, Training-Development
 Biotech start-up, experiential medicinal chemistry course for beginning chemistry personnel.
 Biotech start-up, training, and development of junior personnel in medicinal chemistry.
Volunteer
 Mentor, career/educational, developmental advisor, and coach, successful interviewing practices,
and strategic resume makeovers for undergraduate, graduate, post-graduate.

HIGHER EDUCATION RESEARCH & TEACHING EXPERIENCE (5 Years)
Developmental supplementary instructor (SI) training, “Learner-Centered Teaching”, focusing on
topics: understanding what learning is and what it is not; identifying learning impediments;
metacognitive and self-regulated learning; promotion of college success skills; classroom
communication dynamics; guided inquiry, Socratic and group techniques; non-traditional assessment
methods; rendering techniques and theory to practice; multidimensional approaches; challenging
oneself; integrated service learning to propagate metacognitive and college success skills amongst
general undergraduate population. “The Art & Science of Inclusive Mentoring,” a holistic course in
applied mentoring theory, skill and practice as they relate to developmental mentoring relationships,
focusing on topics: college transition dynamics of first-generation students, understanding the mentee,
encouragement and support, positive reinforcement to promote behavioral change for the better,
cultivating creativity and growth, corrective action when appropriate, self-disclosure when appropriate,
affirmations for the mentee, mentoring across race and gender, knowing yourself as a mentor,
accountability and responsibility, building foundational and functional mentoring competencies,
balancing power, humility and ethics. Visiting Assistant Professor of Organic Chemistry, Antioch
College, Sep 2016 – Jul 2018.
 Determination of effects of developmental, experiential and holistic learner-centered teaching
education vs. cursory “event” training on supplemental instructors.
 Determination of effects of developmental, experiential and holistic mentor education on peer
mentor performance and effectiveness.
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 9 of 21
 Determination of engagement and successful learning outcome achievement in novel concept,
theme-based, constructivist courses for mixed audiences of science and non-science majors
(foundational courses taught at the non-science major level).
 Development of Supplemental Instructor Mentor (SIM) 3-course, diversity-based curriculum for
3rd and 4th-year students with 1st-Gen student mentoring, retention and completion as goals.
 Experiential training of 4th-year biomedical science students in Medicinal Chemistry, taking the
learner from pharmacology through drug design; scouting patent literature to build novel chemical
entities; mapping structure-activity relationships; converging on the biological lead; engineering
selectivity, affording the investigational new drug (IND); establishing acceptable toxicology and
efficacy leading to novel drug approval (NDA). Applications-based course taught at the graduate
level.
 Fostering biomedical science student interest in organic chemistry mechanisms via applications to
biochemistry and medicinal chemistry.
 General advising for students majoring in biomedical and environmental sciences.
 Just-In-Time Teaching (JiTT) methods to promote textbook reading before class meetings for
increased learner preparation and engagement.
 Practice of democratic education, transformative learning, and critical, feminist pedagogies.
 Promotion of non-science major fundamental awareness of modern pharmaceutical industry issues
through a comprehensive education in GOB accompanied by the pharmacology of alternative
medicines, medicinal chemistry, rational drug design, case studies, and pharmaceutical ethics.
 Promotion of reflection-based, college success bonus questions on quizzes and midterm exams as
prompts to affect future outcomes.
 Utilization of experiential “ice-breakers” for team building.
Ethical group testing methods in lower and upper division chemistry courses for science majors.
Collaborative, student workspace lecture environment to foster in- and out-of-class teamwork in
chemistry education. Assistant Professor, Oregon Tech, Sep 2015 – Jun 2016.
 Active learning of functional groups in organic chemistry via in-class presentation of short
“notecard assignments” having a pharmacological emphasis.
 Ethical group testing methods with final scores grounded upon individual results, fostering
personal accountability in the group environment.
 Formative assessment in general and organic chemistry, including assessment as learning, to
monitor student progress for a variety of goals and outcomes.
 Group- and self-regulated learning modules serve as a framework to promote metacognitive
identification of strengths and weaknesses leading to team-mediated augmentation of knowledge.
 Previous class summaries promoting resynthesis and concept formation.
 Promotion of student application of course materials (self-regulated schemata) via [1] related
personal interest and [2] identification of general population misbeliefs of chemistry-related
concepts.
 Poster presentations of approved research topics (reduced stress applications of materials learned)
instead of the final examination in upper-level biochemistry.
 Remote control of instructor presentation via untethered, WiFi enabled tablet permits classroom
movement and interactive discussions for a highly engaged, active-learning lecture environment.
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.
Curriculum Vitae Joseph R. Lennox, Ph.D. Page 10 of 21
 Team dynamic fostered partly via active learning spaces with dedicated in-class computers and
student work surfaces.
 Testing methods involving [1] 10-minute “half-time” group brainstorming break for non-group
final exams in the absence of testing and/or note-taking materials; [2] “buy a clue” card for
voluntary syllabus quiz (1 per term); [3] “resurrection points” assessment portion of the final exam
for second chance proof of concept mastery; and [4] “tell me what you know” essay-based portions
of organic chemistry final exams.
Collaborative group assessment to foster teamwork in chemistry education. Associate Faculty in
Chemistry, Mira Costa College, Jan 2015 – Aug 2015.
Self-regulated, team-focused strategies in general, organic & biochemistry (GOB). Reverse engineering
of GOB for pre-nursing students based upon desired learning outcome. Visual imagination for self-
directed group learning. Social media as a forum for sensory reinforcement of topics in chemistry
education. Associate Faculty in Chemistry, Palomar College, Jan 2014 – Aug 2015.
 Active promotion of deductive reasoning via logical dissection of everyday physical systems using
course topics.
 Close collaboration with STEM Center for incentivized performance and peer learning.
 Constructivist model as schemata for subscripted dependent/independent variables.
 Curriculum retrosynthesis based upon desired course outcomes.
 Descriptive construct team Lego® exercises to build communication and observational skills for
optimally facilitated laboratory report write-ups.
 Engaged cross-disciplinary department Chairs for augmentation of course outcome.
 In-class and out-of-class promotion of peer learning through discussion and micro projects.
 Learner-centered teaching; in-discussion and in-lab PLTL/POGIL promotion of teamwork.
 Promotion of metacognitive learning strategies in chemistry education.
 Recruitment and mentoring of new undergraduate teaching assistants.
 Student presentation of post-lecture summaries to promote re-synthesis of class topics via
reflection and self-dialogue.
Cognitive science (patterns, senses, memory) to augment learning and performance in chemistry for
non-science majors. NSF Lecturer of Chemistry, UCSD, Jan 2013 – Dec 2013.
 Career placement of undergraduate students and post-placement career mentoring.
 Classroom technology and podcasting in audio/video for augmented learning.
 “Laboratory literacy” in general chemistry for non-science majors.
 Learner-centered teaching; in-class (SRS) and in-discussion (POGIL) promotion of teamwork.
 Project-oriented science mastery and development of visual, interactive, multi-player cognitive
games for secondary education.

BIOPHARMACEUTICAL & POSTDOCTORAL RESEARCH EXPERIENCE
Discovery and development (concept to IND) of Toll-like receptor agonist RG7795 (Phase II) for the
treatment of HCB, HCV and bladder cancer. Structure-based directed HIV research focusing on ligands
useful for disruption of gp41-gp120 interactions. Senior Scientist, Anadys Pharmaceuticals, Inc.
(Roche), Nov 2001 – Aug 2007.
 Development of 3 structurally distinct HIV-1 fusion inhibitors (≤ 2 M), targeting gp41-gp120
functional interaction, in less than seven months via structure-based design.
Copyright © 2015, 2016, 2017, 2018 Joseph R. Lennox, Ph.D. All rights reserved.