Learning Outcomes
- Mastery of the Scientific Method
- Independent development and mastery of problem-solving skills, including experimental design, execution, critical analysis, and interpretation of the results of original scientific experimentation (thesis) or experiential learning (internship).
- Dissemination of Scientific Products
- Persuasive communication and defense of significant results of original scientific investigation presented in both written and oral format at a graduate peer-professional level.
- Utilization of the Literature
- Critical evaluation of an independently accessed comprehensive body of scientific literature that is project-relevant and foundational in supporting and explaining research findings in both written and oral formats.
- Development of a Relevant Knowledge Base
- Development of intrinsically held fundamental field-specific knowledge, which will be applied to explain and defend research findings at a level of mastery expected by peer-professionals.
- Professionalism & Self-Responsibility
- Maintain a consistent professional work ethic of independently taking the initiative and motivation to produce tangible products of a quality commensurate with peer-standards in graduate or professional schools or in the career field being pursued.
- Outcomes Assessment Activities
- The faculty will use a variety of methods for evaluating student learning outcomes. Students completing this degree program will give a public research seminar that will be evaluated by cognizant faculty members. A research thesis project will be designed, conducted, and publicly presented in writing and orally prior to defense and evaluation by the student's Graduate Advisory Committee.
Careers, Employers, and Post-Graduation Info
- Family Practitioner ($187,000/year)
- Surgeon ($253,000/year)
- Veterinarian ($91,000/year)
- Obstetrician ($248,000/year)
- Physician Assistant ($110,000/year)
Dr. Travis Lund is the Director of the Biology-Health Sciences program in the Natural Sciences department. He spends most of his time teaching organic chemistry, genetics and the freshman Intro to Medical Careers class, as well as supervising undergraduate research projects. A native of the coastal redwood forests of Crescent City, CA, he enjoys taking advantage of all four seasons in the Klamath Basin via hiking, kayaking, skiing, biking, rollerblading, spelunking, and any other outdoor activities he can entice his friends and family to partake in.
Research Background
- Asymmetric Recognition of Nucleobase Features by DNA Polymerases
- Synthesis of a Novel Dibasic (A:T) 2'-deoxyriboside
- Question Order Effects in Chemistry Concept Inventories
- Awareness and Adoption of Research-Based Instructional Practices in STEM Education
Courses Taught
- BIO 109: Intro to Medical Sciences
- BIO 235: Human Genetics
- BIO 341: Medical Genetics
- BIO 441: Genetic Engineering & Therapy
- BIO 495: Research Projects in Biology
- CHE 101/104: Intro to General Chemistry (with lab)
- CHE 331/332/333: Organic Chemistry I/II/III (with labs)
- CHE 450L: Biochemistry (labs)
Journal Articles
Undersander, M., Lund, T.J., Langdon, L.S., & Stains, M. (2017). Probing the question order effect while developing a chemistry concept inventory. Chemistry Chemistry Education Research and Practice, 18 (p. 45-54). Click here to access.
Lund, T.J., & Stains, M. (2015). The Importance of Context: An Exploration of Factors Influencing the Adoption of Student-Centered Teaching among Chemistry, Biology, and Physics Faculty. International Journal of STEM Education, 2:13. Click here to access.
Lund, T.J., Pilarz, M., Velasco, J.B., Chakraverty, D., Rosploch, K., Undersander, M., & Stains, M. (2015). The Best of Both Worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practices. CBE Life Sciences Education, 14(2). Click here to access.
Lund, T.J., Cavanaugh, N., Joubert, N., Urban, M., Patro, J.N., Hoceck, M., and Kuchta, R.D. (2011). B family DNA Polymerases Asymmetrically Recognize Pyrimidines and Purines. Biochemistry, 50(33). Click here to access.
Conference Proceedings
Lund, T.J. (March, 2024). COPUS and DART in a Small Nontraditional Classroom. Presentation at the American Chemical Society National Meeting, New Orleans, LA.
Wright, K., Nguyen, A., Lund, T.J. (July 2023). Comparing COPUS and DART Data from a Small Nontraditional Classroom. Poster at the Society for the Advancement of Biology Education Research National Meeting, Twin Cities, MN.
Rahmani, S., Claybaugh, D., Stobie, J., Weitzman, K., Nguyen, C., Fang, P., and Lund, T.J. (June, 2019). Analysis of an Active Learning Classroom Utilizing COPUS and DART. Poster at the ACS Northwest Regional Meeting, Portland, OR.
Lund, T.J., Bettencourt-McCarthy, A., Anthony, S., & Bailey, S. (July, 2018). Homegrown, collaborative, faculty-led professional development. Poster at the Biennial Conference on Chemical Education, Notre Dame, IN.
Lund, T.J. (April, 2018). Using primary literature to teach content via “homemade,” inquiry-based worksheets. Presentation at the ACS Western States Chemical Education Group Conference, Eugene, OR.
Lund, T.J., Anthony, S., & Byrne, K. (June, 2017). Concept mapping as a review strategy: Effects on student achievement, attitudes, and metacognition. Presentation at the ACS Northwest Regional Meeting, Corvallis, OR.
Lund, T.J., Anthony, S., & Byrne K. (August, 2016). The effects of concept mapping on student performance, metacognitive abilities, and attitude towards chemistry. Presentation at the Biennial Conference on Chemical Education, Greeley, CO.
Anthony, S., Byrne, K., & Lund, T.J. (August, 2016). Metacognitive monitoring judgments in diverse chemistry and STEM contexts. Presentation at the Biennial Conference on Chemical Education, Greeley, CO.
Anthony, S., Lund, T.J., & VanRooyen, C. (June, 2015). Beginning a transition towards active-learning classrooms: Oregon Tech's story. Presentation at the ACS Northwest Regional Meeting, Pocatello, ID.
Stains, M., & Lund, T.J. (June, 2015). Leveraging the COPUS and RTOP observation protocols to easily and reliably measure reformed instructional practices. Poster at the Gordon Research Conference on Chemistry Education Research and Practice, Lewiston, ME.
Undersander, M., Lund, T.J., & Stains, M. (March, 2015). Probing the question-order effect on chemistry concept inventories. Poster presented at the American Chemical Society National Meeting, Denver, CO.
Lund, T.J., & Stains, M. (March, 2015). Building a Teaching Profile: Using a modified COPUS observation protocol to easily and reliably measure reformed instructional practices. Presentation at the American Chemical Society National Meeting, Denver, CO.
Lund, T.J., & Stains, M. (August, 2014). Characterization of the Research-Practice Gap in Chemistry Education and Factors Influencing It. Presentation at the Biennial Conference on Chemical Education, Allendale, MI.
Stains, M., Lund, T.J., & Pazicni, S. (August, 2014). Infusing the Science of Learning into Your Chemistry Classroom: Evidence-Based Instructional Practices. Workshop presented at the Biennial Conference on Chemical Education, Allendale, MI.
Pazicni, S., Lund, T.J., & Stains, M. (August, 2014). Infusing the Science of Learning into Your Chemistry Classroom: Cognitive Principles. Workshop presented at the Biennial Conference on Chemical Education, Allendale, MI.
Lund, T.J., & Stains, M. (August, 2014). Awareness and adoption of student-centered instructional strategies at a research-intensive institution. Presentation at the American Chemical Society National Meeting, San Francisco, CA.
Lund, T.J., Chakravety, D., Pilarz, M., Velasco, J., & Stains, M. (August, 2014). Influencing faculty instructional strategies: The effect of an on-site, semester-long faculty development workshop on classroom practices. Presentation at the American Chemical Society National Meeting, San Francisco, CA.
Lund, T.J., & Stains, M. (July, 2014). Characterization of the Biology Education Research-Practice Gap and Factors Influencing It. Invited Concluding Keynote at the Society for the Advancement of Biology Education Research National Meeting, Twin Cities, MN.
