2015 Provost Outstanding Teaching Award Finalist Information Sheet Name Braden Lusk Department Mining Engineering

Rank Associate Professor Non-tenured Faculty (regular title) Non-tenured Faculty (special title) Tenured Faculty 10 years or less at UK X Tenured Faculty more than 10 years at UK Lecturer Title Series Clinical Title Series Teaching Assistant DOE (Faculty only) Last Four Years & Fall 2014Semester Research Teaching Service Administration

50 45 5 50.68 42.62 6.7 53.68 42.12 4.2 85 13 2 73 24 3

Classes Taught Last Four Years & Fall 2014 Semester

Fall 2014 2013-14 2012-13 2011-12 2010-11

Mentoring at UK Graduate Students (# of students) 12 Ph.D. Committee Chair 7 Ph.D. Committee 14 Masters Committee Chair 5 Masters Committee 13 Undergraduates: Hundreds Theses MNG 592 Advisees 237 Other Mentoring Experiences: Advisor to Student Organizations including: ISEE, SME, Intercollegiate Mining Team, Mine Design Competition Teams, Undergraduate Researchers, Mentor to Junior Faculty in Mining Engineering – 3 New Assistant Professors in last 4 years.

MNG 331 MNG 331 MNG 331 MNG 331 MNG 331 MNG 531 MNG 592 MNG 591 MNG 591 MNG 431 MNG 371 MNG 592 MNG 592 MNG 592 MNG 621 MNG 531 MNG 531

2013-14

Fall 2014

2012-13

2011-12

2010-11

Teaching Philosophy Statement Several methods must be utilized for effective teaching. The classroom environment

only allows for partial delivery of the engineering disciplines. Emphasis placed on personal contact to encourage professionalism is as important as teaching fundamentals of engineering. Students in mining engineering must be competent in the basics of engineering; however, special emphasis should be placed in conveying to them the importance of acquiring the ability to use the tools at their disposal for lifelong learning. The basic function of my teaching efforts can be summarized by stating that I am partially responsible for the development, both professional and technical, of mining engineers that will enter the industry following the completion of my classes as well as those taught by my colleagues. With this in mind, the most appropriate method for describing how this development is accomplished is by outlining a set of teaching goals and corresponding methods for reaching those goals.

TEACHING GOALS

1. Ensure technical competency in the aspects of mining engineering that my teaching responsibilities cover. Specifically, my classes must cover blasting and the use of explosives pertaining to mining. Additionally, I am responsible for preparing students for mineral economics and mine system valuation. I am also responsible for teaching our department’s capstone design course where I solicit assistance from my colleagues to ensure technical accuracy in many aspects of a real mine design project.

2. Develop students’ abilities in communication of technical issues. 3. Provide a basis for professional ethics in the mining engineering field. 4. Encourage professional interactions similar to those that will be required for

successful career advancement upon graduation.

TEACHING METHODS 1. Establish personal and individual relationships with each student in order to

identify the specific mediums needed to initiate the learning process. 2. Design assignments that directly lead to the accomplishment of the Teaching

Goals. Part of these assignments must include the highest level of learning discussed in Bloom’s Taxonomy. Evaluation, Analysis, and Creation are held paramount in my classroom. Students are required to perform peer review of others work to aid in their understanding of the material.

3. Encourage spirited feedback in the classroom to instill learning as a lifelong process.

4. Visualization through hands on teaching. Whenever possible, students should be taken to the field for hands on training. This can be facilitated through field trips and lab sessions.

More detail is necessary to show how the Teaching Methods facilitate the achievement of the Teaching Goals. For example, the application of Teaching Method #1 is necessary to create a positive environment for students within the formal classroom setting. Students should feel comfortable expressing questions regarding technical issues. Individual knowledge of the

students allows for them to be comfortable interacting as a group. Mining engineering classes provide a luxury of small classes that especially cater to this type of teaching. In larger class settings, this is a less realistic method.

Technical competency in blasting includes the knowledge of principles that guide the use of explosives as well as practical applications. While scientific principles are easily discussed in a classroom setting, practical applications are more easily conveyed in a practical environment. Blasting is a highly regulated field, and thus hands-on experience is more difficult to cultivate in a university setting. For complete attainment of Teaching Goal #1, I feel that Teaching Method #4 is imperative. As an educator, it is my responsibility to utilize regional industry to create field trips that allow students to handle explosive products in the field. In the long term, my goal for teaching explosives and blasting at the University of Kentucky includes lab sessions where students design and implement initiating systems in a laboratory setting. Teaching Method #4 is also applicable to earning technical competency in mine design. The capstone mine design course will utilize real data and the results of the designs will be presented to the local and regional industry stakeholders to ensure technical competency.

Teaching Goal #2 can be most easily obtained by utilizing Teaching Method #2 and #3. For example, designing assignments that involve the communication of results to different audiences will help students understand how to frame reports to target the audience they are wishing to address. Appendix A shows an assignment requesting students to prepare a technical memo to an engineer requesting help. The exercise is designed to help students prove technical competency while developing technical writing skills. Later assignments in the class might ask for a memo to a mine manager or company accountant. Each letter should be written differently considering the target audience. In addition to the communication centric assignments, more technical design assignments are used to prove technical competency and comprehension of the material. The second assignment shown in Appendix A reflects a typical design assignment in blasting.

As previously discussed, blasting is a highly regulated field. The potential for ethical dilemmas is high, thus students need to be prepared to handle such situations. Application of Teaching Method #3 is a quality method for developing the thought processes involved in the safe and ethical use of explosives. In class exercises might include discussion of regulations that were to be reviewed by the students prior to class time. These discussions will lead students to the importance of reporting, storing, and using explosives in the correct manner. While technical competency might be obtained through other teaching methods, this competency may be irrelevant when discussing proper application of regulations and social norms.

Finally, Teaching Goal #4 can be facilitated through the application of Teaching Methods #1, #2, and #4. Some assignments (but not all) will include working in teams, and students will be encouraged to network with professionals during field trips and hands-on training. Students in my classes are urged to immerse themselves into the mining industry. Networking with mining professionals, reading current events surrounding the industry, and ultimately learning to have pride in their profession is very important to sustaining the mining industry.

All of the teaching goals require the application of higher level learning for students. They are required to Analyze, evaluate, and create. This can be easily seen in courses such as Mining Engineering 592 and 371 where technical documents are prepared. Students are tasked with evaluating and peer reviewing other students work to aid in improvement at the draft phase

of these assignments. It requires thoughtful implementation of these evaluations in the classroom and encourages lifelong learning once students leave the class room for the real world.

While most of my philosophy on teaching is covered above, there are a few additional comments that are necessary to complete the teaching process. First, the mining industry is highly scrutinized, and many would choose to do away with it altogether. New mining engineers must be prepared to address these concerns and plead the case that without mining our country would be virtually irrelevant. Mining provides so many of the luxuries that we have all grown accustomed to, and as an educator, I am charged with ensuring that future mining engineers are prepared to deal with the social aspects of our industry. By sharing my enthusiasm for mining and discussing these social issues in class, I can impart some of the same enthusiasm in my students.

As time proceeds, my technical information must also keep pace with the changing face of the explosives and blasting field. Assignments must be designed to keep students abreast of technical advancements in the field and changes in the application of products. This requires much effort on my part in continuing the learning process so that I can remain on the cutting edge of technology. As my classes evolve with newer technology and information, I must continually improve through review and evaluation. The use of student evaluations and self-evaluations of the courses, continual improvement is possible.

APPENDIX A SAMPLE ASSIGNMENTS

MINING 331 Assignment #2 – 20 Points

Due 9/6/2014 Assignment: Technical communications - explosives testing You have received the following urgent fax from an engineer at Pea Hollow Coal mining company (all names have been changed to avoid embarrassment to the individual and company concerned). Review his letter and decide whether what he proposes is a good idea or not. If it isn’t, explain why and offer an alternative. The objective of this assignment is three fold: First, as a written communication exercise. Second, as a technical comprehension and problem solving exercise. Third, an exercise in tact (i.e. you want the business). I want your reply to be brief and to the point. The letter (to be faxed back) should be one full page and include a fax cover page.

Pea Hollow Mining Company 5 million ton per year mine

Tynville, Indiana 55555 Tel: 555-123-1212

Dr. Braden Lusk Mining Engineering Department University of Kentucky Lexington, KY 40506-0107 August 30, 2014 Dear Dr. Lusk, I don’t know if you remember me but we met at last year’s ISEE conference in Dallas. I work for the Pea Hollow Mining Company’s 5 million ton coal mine where we blast cast our 100 ft. overburden using 15 inch holes. We are currently using KPEX emulsion blend (Class 1.5) blasting agent. Another explosives company has approached us with a less expensive product. Before we make any decision I would like to get some 3rd party input and comparative data. I know that you have a blasting chamber and wonder whether it would be possible for you to do some comparative tests at small diameter, say 1-2 inches, on short notice. I would appreciate if you would keep this confidential Please reply ASAP as I am under pressure from top management to come to a decision regarding our supplier. Sincerely, Wally Schlumsky Production Engineer Pea Hollow Mining – Mining Coal for 100 years - Fax # 555-123 -2222

A MORE TYPICAL DESIGN ASSIGNMENT MINING 531

Assignment #4 – 200 Points Design problem -Underground Design

You are working for a limestone mine that is going underground. The area will be used for warehouse storage afterwards. Utilize a team of UP TO THREE if you desire. The equipment and deposit specs follows: Deposit. The deposit comprises a horizontal limestone bed 16 ft high of cement grade limestone. The bed is between two 20ft plus thick beds of massive dolomite which is chemically highly unsuitable for cement production. The formation is bounded by two ¼ inch mud seams. The design should preclude breakage to and dilution with the unsuitable bounding limestone formations. The rock is bone dry. Excavation size. A rock mechanics consultant has designed a room of 16 ft by 45 ft wide. This is of similar dimensions to a nearby competitor in the same formation. Drilling equipment. You have a Tamrock single boom hydraulic drill rig available with a 14 ft boom and 12 ft steel which is designed to nominally drill 2.25” holes but is capable of drilling a 4” hole at a severely reduced rate (20% feed). You have choice of drill bits. Your task. 1. Design a burn cut round to be the most economical possible (make decision

process comments) 2. Design a V or Fan cut round to be the most economical possible (make decision

process comments) 3. Compare the designs and state pros & cons and make a selection based on

economics. Note. You need to incorporate pull considerations into your economic analysis. Your economic analysis should be based on the number of holes that you have to drill plus the number of holes you have to load. Hint: Treat this as three separate assignments Prepare the design document on the computer and use a smaller point italic type for decision comments.

Reflective Statement The career of an engineer is often judged on what has been created or designed. For a

teacher in engineering, professionals are created. Reflecting on a professor’s career often leads to highlighting research accomplishments, publications, and intellectual property in the form of patents. While I have maintained a successful research program, published numerous papers and received awards for my research contributions, my proudest achievements are the professionals I have had a part in creating through teaching.

There are many levels of teaching for a professor. Undergraduates pass through in a few short years, and there is little time to create a lasting impact. Contact hours in the classroom are precious in that they allow for a professor to implement professionalism and technical competence in the students as they pass. Graduate students are more of a commitment due to the time spent preparing theses and dissertations. In all cases, the students stand out in memory as individuals. They transition through the program of study into professionals in our field. The proof of success isn’t immediately realized. Over the years, progress through successful careers provides evidence of teaching excellence. I consistently maintain contact with many students that I have connected with over the years, and I am always amazed at what they are able to achieve. Many times they tell me that what they learned at UK was less important in their career progression than how they learned. I utilize this information to guide course work, assignments and lectures to provide the lasting impact that will help students make the transition to successful professionals faster after leaving UK with a degree.

Teaching and mentoring graduate students is much different than teaching and mentoring undergraduate students. Understanding this concept is paramount for providing each group with the correct tools for success following graduation. Undergraduate students in mining engineering need perspective and technical competence at the level that will allow them to perform many tasks typical of junior engineers or production management. Graduate students need a more tailored approach. I feel that this tailored approach is more adequately handled through advising and management through completing the thesis research rather than through class room instruction.

In both cases, there are two specific areas where I can adjust my performance to meet the needs of students. These two specific areas are delivery of information and assessment of performance.

Delivery of information in undergraduate classes includes several novel approaches. I utilize real world experience and experimental data from research, consulting, and professional service for course material. Examples of this include the presentation of case studies in class that are directly applicable for blasting. I use several types of media for delivery of content. I use the Detonators series (A discovery Channel Show that I served as host) for teaching advanced blasting techniques. The show keeps the students engaged while I am able to add additional, more technical information during the videos. Other novel delivery methods include the use of web interfaces to remain in contact with students even when travel occurs. In 2012, I taught a course online to three campuses while one class was live at UK. The lectures were recorded and made available to all students including discussions and questions during the lecture. All students are given access to course notes in the form of powerpoint slides, notes, and videos online in an organized format no matter what the class. In more writing/presentation intensive

classes, the utilization of peer review is paramount for student learning. According to Bloom’s Taxonomy, evaluation is the highest level of learning. Students are required to provide meaningful peer reviews for small groups of students that are working on similar projects in a writing intensive topic. In addition to the multimedia delivery of course material, hands on learning is employed whenever possible. With larger class sizes, this can be difficult for explosives classes; however, students are exposed to longer “lab” periods on Saturdays that involve hands on experimentation with explosives that allows for them to understand the effects that have been described in the course through video, notes, and presentations.

Assessment of Performance for undergraduates includes assessing learning outcomes. These assessments often interrupt class time and do not allow for complete coverage of material. Students are tested at milestone points in each course; however, smaller milestones are generally represented by quizzes that are administered online to accommodate more effective coverage of material and not utilize class time for quizzes. Homework assignments are often assessed in draft form with feedback prior to grading in writing and creation intensive classes. Homework assignments in blasting are seldom equation based… not plug and chug. The assignments always require a real world solution that may not be immediately obvious. Assumptions must be made to allow for a manageable solution that can be completed within the time allowed for the homework. In other words… students are required to think and analyze (another higher level learning from Bloom’s Taxonomy), rather than apply calculations to known variables through given equations.

For graduate students, the tailored approach requires a commitment to communicating with students throughout their course of study. I place a much higher value on independent work and research as opposed to course work for graduate students. My advising generally begins with a frank conversation with any beginning student to ascertain the students goals after earning an advanced degree. The tasks assigned are directly related to what the student wants to achieve with the degree. For example, students expressing a desire to enter the faculty ranks are tasked with learning the typical types of work expected of a tenure track faculty member. They are asked to write proposals, assist in teaching, and publish research findings. Conversely, students expressing a desire to enter a more research intensive environment upon graduation are exposed to a greater number of projects to broaden the experience base. The method has proven effective. Several undergraduate students that have graduated in recent years are racing up the ranks in their companies and enjoying success. They attribute some of this success to their experiences in the mining engineering department at UK. Several of my previous graduate students are very successful faculty members here at UK and at other institutions. They consistently tell me that they were very prepared to hit the ground running as productive faculty members even before they learned their way around the offices on campus. I could not be more proud of the students that I have grown to know during my time at UK. Their success allows me to reflect on a successful career of creating and designing professionals.

Executive Summary Teaching Awards and Honors • 2015, 2009, 2008 Provost’s Teaching Award Finalist (UK – Peers) • 2014 Dean’s Award for Excellence in Research (UK College of Engineering – Peers) • 2014, 2011-2012, 2007-2009 Tau Beta Pi Outstanding Teacher in Mining Engineering Award

(UK - Students) • 2012 ISEE President’s Award Recipient (International – Peers) • 2012 SME Coal and Energy Division J.W. Woomer Award Recipient (National – Peers) • Chosen as one of the top 71 Alumni of MSM, UMR and Missouri S&T 2011 (University –

Peers) • Co-Host “The Detonators” – 12 Episode Series, Discovery Channel, 2009 • 2009 University of Kentucky Student Organization Advisor of the Year (UK – Students) • Outstanding Graduate Student – UMR Mining Engineering Department 2003-2004 • Outstanding Graduate Teaching Assistant – UMR Mining Engineering Department 2003-2004

Teaching Performance Summary

Lusk Review Scores College Average

Semester and Course

Course Number

of Students

Q #20 Q #21 Q #20 Q #21

Credits Class Class Coll. Coll.

Ave. Ave. Ave. Ave.

Spring 2012 MNG 592 3 25 3.9 3.9 3.2 3.2

Spring 2012 MNG 531 3 21 4 4 3.2 3.2

Fall 2012 MNG 331 2 53 3.9 3.9 3.2 3.2

Fall 2012 MNG 591 2 32 3.8 3.8 3.2 3.2

Spring 2013 MNG 592 3 29 3.7 3.7 3.3 3.3

Spring 2013 MNG 621 3 6 4 4 3.3 3.3

Fall 2013 MNG 331 2 48 3.8 3.1 3.1 3.1

Spring 2014 MNG 592 3 40 3.65 3.5 3.12 3.16

Spring 2014 MNG 371 3 52 3.23 3.27 3.12 3.16

Fall 2014 MNG 331 2 45 3.79 3.89 3.16 3.2

Fall 2014 MNG 531 3 17 3.5 3.5 3.16 3.2

Spring 2015 MNG 592

Spring 2015 MNG 371

Spring 2015 MNG 771

AVERAGES 3.8 3.8 3.2 3.2

Sample Written Comments MNG 371: Dr. Lusk presents himself as a strong profession and expert in his subject matter. He is able to provide insight with personal experiences that are relevant to subjects presented in class. You did a very good job at making the class personable, meaning there was a lot of discussion that was meaningful. You are a very good instructor who makes his points very clear and concise, easy to understand. The course was very good in the fact of letting the class have discussions on the topics for each class. I liked this part to see other viewpoints that other people had on the subject. The only weakness was that the class was so early. Also the class could do a resume assignment instead of the letter to the editor since the resume would be more beneficial for us to get it prepared for job interviews. MNG 331: The class is perfect Class was very informative and I believe that I would like to do this for the rest of my life. The course reignited my interest in mining and while challenging, was not overly exhausting. This course should be considered essential to our major. He is a great professor. Always open to help students and explain our doubts. I really enjoy this class I love the topic, keep relating the things we learn to real world applications Braden strength in the class is presenting the material very clear and always asking the class if they are confused. He is always able to go over the issue if a students is confused without making the student feel stupid. He is dedicated, determined, empathetic, generous and kind, just to name a few qualities of him. Such a personable guy. Hands-down the best professor I've ever had. Knows us on a first-name basis, and cares about our actual understanding and learning of material. Awesome professor. MNG 531: Good course for advanced topics in blast design. Good set of notes to cover the subject. Required design thought and some "out-of-the-box" thinking for projects. Strength- Knows everything of blast design! Excellent knowledge and enthusiasm for the subject.

Improvements From Comments All comments from students are utilized in the self-assessment that I do at the end of each course. Improvements are made in the course to meet the needs of the students. For example, in Mining 371, several students asked for content covering resume building and cover letters. For the next offering, an assignment and lecture was added to cover such material. In previous years, the blasting classes continually asked for more hands on teaching. For this reason, Saturday lab sessions were implemented with much success.

March 30, 2015

College of Engineering Excellence in Teaching (Lutes) Award

Selection Committee

Dear Committee Members:

I am writing with enthusiasm to express support for Dr. Braden Lusk, in his nomination for the

Excellence in Teaching (Lutes) Award. I believe that Dr. Lusk is a superior candidate for this

honor, because he embodies all qualities of an outstanding instructor and mentor for his students,

as well as a constructive role model for his fellow faculty.

During the past four years, I have enjoyed the pleasure of participating in four classes under Dr.

Lusk, in addition to working closely with him as a research assistant. Dr. Lusk consistently

enlightens the classroom with engaging discussion and exhibits passion for student development.

He is fervent about his work and contributes valuable, practical insight from his own expertise as

an engineer. Dr. Lusk maintains realistic expectations for his students, and challenges them to

consider their own experiences and attitudes pertaining to real world events and situations. He

encourages his students to make a positive impact by professing the importance of integrity in

engineering and identifying each individual’s strengths. His knowledge and guidance have

enhanced my undergraduate learning experience. Dr. Lusk has instilled a greater sense of

professionalism in me and has inspired me to independently explore subjects for my own

personal growth.

Outside of the classroom, Dr. Lusk has proven himself as an effective leader. I joined his

research team prior to entering my freshman year at the University of Kentucky and have

contributed to multiple projects. During this time, I have witnessed firsthand how Dr. Lusk

works cooperatively and productively with his graduate students and fellow faculty. He is

dedicated to his research and instills the same commitment in every team member.

In short, my personal experiences with Dr. Lusk have been instrumental in my success and have

directly influenced my career development. As both a professor and mentor, he genuinely cares

about impacting students and peers, and is the quintessential nominee for this award.

Sincerely,

Brendan McCray, Undergraduate Student

University of Kentucky Mining Engineering Department

brendan.mccray@uky.edu

Brendan McCray

To  Whom  It  May  Concern:  

I  would  like  to  recommend  Dr.  Braden  Lusk  as  a  great  selection  for  the  Lutes  Award.    For  the  past  four  years  of  my  undergraduate  career,  he  has  not  only  been  a  professor,  but  he  has  also  acted  as  a  mentor,  friend  and  motivator.  

Although  I  didn’t  have  Dr.  Lusk  as  a  professor  until  my  sophomore  year,  I  first  met  him  during  my  freshman  year  as  the  faculty  advisor  for  our  student  chapter  of  SME  (Society  for  Mining  and  Metallurgy  Exploration).    He  has  always  been  very  active  and  supportive  for  all  the  students  involved.    SME,  with  his  guidance,  has  become  a  very  active  group  on  campus  through  community  service,  the  promotion  of  education  about  mining  in  Kentucky  communities,  establishing  mutually  beneficial  relationships  between  students  and  the  mining  industry  and  social  activities.    Despite  his  teaching  and  research  demands,  he  is  always  present  at  SME  functions  and  always  available  for  help  on  classwork  and  SME  projects.    Just  as  an  example,  Dr.  Lusk  went  to  great  lengths  to  find  a  practice  site  for  our  intercollegiate  mining  team.  

Dr.  Lusk  is  always  pushing  us  to  take  on  challenges  that  will  broaden  our  experiences  and  improve  our  marketability  to  potential  employers.    Sophomore  year,  when  I  was  still  very  new  to  the  department  and  without  much  knowledge  of  the  industry,  he  encouraged  me  to  be  a  part  of  our  mine  design  competition  team.    I  was  very  nervous  about  it  and  would  have  never  even  thought  about  participating  on  my  own.    Even  though  I  had  little  to  contribute  in  comparison  to  the  other  members,  I  learned  a  lot  and  it  was  a  nice  addition  to  my  resume.    The  experience  also  helped  equip  me  to  lead  the  team  the  following  year  to  our  best  finish  yet,  fourth  place,  along  with  preparing  me  for  my  senior  design  project  which  has  a  very  similar  set-­‐up.    I  would  not  have  been  as  successful  without  Dr.  Lusk’s  urging  to  challenge  myself.  

As  mentioned  earlier,  I  first  had  Dr.  Lusk  as  a  professor  for  my  Explosives  and  Blasting  class  during  my  sophomore  year.    Encountering  a  professor  that  treated  and  respected  us  as  equals  was  extremely  refreshing  especially  when  compared  to  other  professors.    Because  of  this  attitude  towards  his  students,  Dr.  Lusk  seemed  very  relatable.    This  helped  set  a  comfortable  tone,  which  fosters  student  attention  and  participation.    I  took  my  next  class  with  him  during  my  senior  year  for  Mine  Economics  and  Senior  Mine  Design.    Dr.  Lusk’s  classes  continued  to  be  our  most  active  classes  because  of  his  personality  and  encouraging  teaching  style.    His  capacity  for  relating  to  his  students  also  allows  him  to  be  a  more  effective  teacher.    Class  interaction,  supported  by  that  teaching  style,  inspires  a  desire  in  us  to  understand  what  he  has  to  say,  how  to  apply  it  in  our  future  careers  and  how  to  learn  it  in  a  way  that  will  help  us  remember  it.    I  credit  Dr.  Lusk  for  my  good  performance  in  my  Finance  class,  as  a  part  of  the  MBA  degree  I  am  currently  pursuing,  because  of  the  strong  foundation  in  time  value  of  money  I  acquired  from  his  economics  class.  

Dr.  Lusk  has  been  a  significant  part  of  my  undergraduate  career  at  the  University  of  Kentucky  and  I  know  many  other  students  who  feel  the  same  way.    Professors  like  

Dr.  Lusk  are  a  great  asset  to  this  university  and,  more  importantly,  to  its  students.    I  would  definitely  recommend  that  other  faculty  look  to  him  as  a  role  model  in  how  to  interact  with  and  teach  their  students.    I  wonder  how  much  stronger  our  graduating  classes  would  be  if  we  could  somehow  ensure  that  every  student  has  a  professor  like  Dr.  Lusk.    I  would  not  have  come  out  of  my  shell  and  become  the  person  I  am  today,  a  confident  young  woman  who  is  ready  to  take  on  the  uncertainties  and  challenges  of  life,  had  it  not  been  for  Dr.  Lusk.    I  know  that  he  will  continue  to  be  an  important  part  of  the  college  careers  for  many  students  in  the  future.  

Thank  you,  

 

Mallory  Miller  Graduate  Student  Gatton  College  of  Business  University  of  Kentucky  

Provost Outstanding Teaching Award Recipient

Biographical Information Template

Name: Braden Lusk Title: Associate Professor and Director of Graduate Studies College: Engineering Department: Mining Engineering Last Degree Awarded: PhD Mining Engineering Research Interests: Explosives, Commercial Blasting, Blast Mitigation, Structural Response to Blast Events, Mining and Blasting Public Relations, Blast Vibrations Employer‐prior to UK: University of Missouri Rolla Additional Information (if applicable):