Holding test tube with microscope

Explore Biological Sciences

Explore the full spectrum of biological sciences while preparing for some of the most demanding and rewarding careers in medicine and health. Our biology programs give students a deep understanding of life from molecules to ecosystems, along with the critical thinking and scientific skills needed for advanced study.

Our graduates build strong foundations in areas such as anatomy, physiology, genetics, microbiology, and ecology, and they consistently earn acceptance into professional programs including medical school, dentistry, pharmacy, physician assistant studies, and other health-related fields.

Bachelor of Science in Biology - Health Sciences

This degree program provides an intensive course of study in the basic sciences, social sciences, communication, and mathematics to prepare students for entry into professional programs. Our science classes include hands-on labs with professors, a strong emphasis on medical application, and critical thinking about case studies and relevant biomedical research.

The program meets or exceeds the prerequisite requirements for Professional graduate schools of:

All Pre-Professional Pathways and Resources

 


Courses in health management, medicine microbiology, biochemistry, and molecular and cell biology also provide preparation for careers in biotechnology or graduate work in public health, medical administration, or science PhD programs.

Bachelor of Science
Minor in Applied Physics
Minor in Biology
Minor in Chemistry
Minor in Medical Sociology
Minor in Sustainability
Professor
DOW222

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 DARTPoster 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 developmentPoster 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 worksheetsPresentation 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 metacognitionPresentation 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 chemistryPresentation 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 contextsPresentation 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. 

Highlighted Pathways

We offer an exceptional pathway for students interested in veterinary careers. We are fortunate to have faculty who maintain strong relationships with veterinarians across the region. These partnerships allow us to create high-quality internships and shadowing opportunities that give students real-world experience working with companion animals, livestock, wildlife, and clinical care settings.

In addition, we offer specialized veterinary preparation courses designed to strengthen student readiness for competitive veterinary programs. These courses cover topics such as animal physiology, health and disease, genetics, animal behavior, and professional skills needed in veterinary practice. Students also receive guidance on meeting veterinary school prerequisites, building strong applications, and navigating the admissions process.

Our goal is to provide every student with the academic background, practical experience, and mentorship needed to confidently pursue veterinary school or other animal-focused careers.

Signature Classes:

  • Intro to Vet Science
  • Biology of Companion Animals
  • Intro to Wildlife Rehabilitation
  • Comparative Anatomy
  • Parasitology
  • Developmental Biology 
  • Evolutionary Biology

Our program offers an exceptional pathway for students interested in careers in exercise physiology, human performance, rehabilitation, and wellness. Students gain a strong scientific foundation in how the body responds to physical activity, training, and clinical conditions, while building practical skills that translate directly into professional settings.

Our faculty have deep connections with regional hospitals, physical therapy clinics, sports performance centers, strength and conditioning programs, and public health organizations. These partnerships allow us to create high-quality internships and shadowing experiences that give students real-world insight into patient care, fitness assessment, athletic performance, and rehabilitative exercise.

Students take specialized coursework in areas such as exercise testing and prescription, kinesiology, biomechanics, sport physiology, clinical exercise interventions, and chronic disease management. These courses are designed to prepare students for nationally recognized certifications and to help them stand out as competitive applicants for graduate programs in physical therapy, athletic training, exercise physiology, occupational therapy, and other health-related fields.

Our goal is to help students develop the scientific knowledge, hands-on experience, and professional readiness needed to build impactful careers in human health, performance, and rehabilitation. We prepare students not only to succeed academically, but to thrive as compassionate, skilled, and adaptable professionals in a growing field.

Signature Classes: 

  • Exercise Physiology 
  • Strength & Conditioning 
  • Biomechanics
  • BIO 467 Biomedical Device

Our Pre-Pharmacy track provides students with a clear and efficient route to becoming a licensed pharmacist through a streamlined three-plus-three partnership with Pacific University. Students spend their first three years at Oregon Tech completing foundational coursework in biology, chemistry, physiology, and mathematics while gaining hands-on experience in laboratory and clinical preparation. During this time, faculty advisors work closely with students to ensure they are meeting all prerequisite requirements and building strong, competitive applications.

After completing three years at Oregon Tech, qualified students transition directly into Pacific University’s three-year Doctor of Pharmacy program. This accelerated structure allows students to complete both their pre-professional studies and their professional doctorate in a total of six years rather than the traditional seven or eight, saving both time and tuition while maintaining a rigorous, high-quality education.

Students benefit from small class sizes, dedicated faculty mentors, strong support in preparing for pharmacy school interviews, and opportunities to explore pharmacy careers through job shadowing and community health activities. Our curriculum provides a strong scientific foundation in organic chemistry, microbiology, biochemistry, pharmacology, and human physiology, ensuring students are fully prepared for the demands of professional training.

Whether students are interested in clinical pharmacy, hospital practice, community pharmacies, drug development, or public health, our program is designed to help them build the academic skills, real-world experience, and professional confidence needed to thrive in the pharmacy field.

Signature Classes:

  • Medical Genetics
  • Immunology
  • Comparative Virology
  • Cell Biology
  • Pathophysiology II
  • Clinical Pharmacology

There are several faculty advisors in our program, and we encourage students to work closely with the advisor they connect best with. The Biology–Health Sciences program also urges students to begin volunteering in medical settings, possibly during high school and especially during college. Our Health Sciences student club helps students get connected with volunteering and shadowing opportunities, often at the hospital located just across the street from Oregon Tech, or at nearby medical offices


Oregon Tech also offers a master's degree in Biomedical Sciences. A 3+2 program is available for students to earn a bachelor's and master's degree in five years.


 

Careers

With 100% of Oregon Tech Biology-Health Sciences graduates either employed or seeking an advanced degree within six months of graduation, our graduates who apply to graduate programs are often accepted. Our alumni in graduate school often report that they are better prepared than their peers from other universities, and they often become leaders within their graduate programs and are highly successful in their professional careers.

Average annual salary** for medical professions our graduates work in after receiving advanced degrees:

Family Medicine Practicioner
$240,790
Obstetrician
$278,660
Surgeon
$239,200
Optometrist
$134,830
Veterinarian
$125,510
Occupational Therapist
$98,340
Physical Therapist
$101,020
Physician Assistant
$133,260

**U.S. Bureau of Labor Statistics, May 2024

Some paths other than grad school include:

  • Clinical or research lab tech
  • Phlebotomist
  • Clinical Lab Science
Pope_Naomi
Class of 2027
“My greatest learning experience at Oregon Tech has been participating in the honors program. It taught me to think critically, synthesize information from various sources, and engage deeply with complex ideas.”

Core curriculum includes:

  • Full-year freshman/sophomore classes with labs in General Chemistry, Principles of Biology and General Physics that are foundations for everything else, and required for most graduate programs.
  • Math including calculus and statistics to increase your quantitative skills.
  • Classes in communication and humanities to complement your scientific education.
  • Classes in social sciences including medical sociology and psychology that are increasingly needed to understand healthcare needs today.
  • Full-year, upper-division classes in Advanced Anatomy & Physiology, including hands-on cadaver dissection, and in Pathophysiology to learn how the human body can fall out of normal.
  • Medical Microbiology where you will learn about microorganisms, explore how pervasive they are in our environment, and test different infection-control measures.
  • Full-year, upper-division classes in Organic Chemistry and in Biochemistry that focus on medical applications and include inquiry-driven labs where students design some of their own experiments.

Our students also choose among classes in medical terminology, nutrition, medical genetics, neuroscience, developmental biology, cell biology, clinical pharmacology, nanoscience, parasitology, kinesiology, immunology, epidemiology and others. While the curriculum is very challenging, admission into medical schools is highly competitive and requires excellent academic achievement. These courses feed student interests as well as helping them become strong applicants for the graduate school programs of their choosing.



 

Cadaver Lab
Hands-on learning with cadavers