Jon Ostenson

Jon Ostenson is an Associate Professor in the Department of English within the College of Humanities at Brigham Young University (BYU). He holds a full-time academic position and is actively engaged in teaching and research related to English education, adolescent literature, and digital literacies.

Education:

• Doctor of Philosophy, Teaching & Learning, University of Utah (2010)
• Master of Education, Educational Psychology, University of Utah (2005)

His research focuses on innovative pedagogical approaches, particularly in secondary English education, with strong emphasis on how adolescents engage with literature and digital media. He explores the integration of technology in literacy instruction and curriculum development.

Although specific article details could not be extracted from the provided text, his scholarly contributions appear to center on adolescent literature and English teaching practices, often in collaboration with colleagues such as Chris Crowe and Dawan Coombs.

Scientific Awards:

• College of Humanities Distinguished Citizen: Britsch Professor and Lecturer for Achievement in College, University, or Professional Service (2022–2024)
• Faculty Teaching Award, BYU English Department (2013)

Jon Ostenson has been actively involved in academic service and professional leadership. He has served in editorial and officer roles for the Utah Council of Teachers of English and has contributed to professional development through the Central Utah Writing Project. His memberships include the National Council of Teachers of English, Assembly on Literature for Adolescents, and the International Reading Association. These roles reflect his commitment to both research dissemination and service in the field of English education.

He has also held various professional citizenship roles, including conference organization, editorial duties, and leadership positions from 2009 to 2023. There is no mention of research labs or large collaborative teams, but his extensive professional engagement suggests active participation in scholarly communities and curriculum innovation initiatives.