Program Overview

A Biomedical Sciences Master’s degree at Oregon Tech prepares students to apply techniques of scientific research to real-world biological problems encountered in industry, government, education, and business.

The course-based non-thesis option is based on completion of a set of core courses and graduate electives. It can be completed in as little as one full-time academic year. It serves a broad range of career professionals, including students taking a “gap year” while applying to graduate programs, science teachers requiring graduate coursework, and individuals with positions in which an advanced degree will qualify them for promotion.

The research-based thesis option pairs graduate students with a research advisor in order to pursue a research project in the biomedical sciences, in addition to a set of core courses and graduate electives. It requires roughly two years to complete. It serves students interested in biological research, private sector jobs, and professional programs in which prior research experience is valued, including PhD and professional health programs.

The 3+2 program is an approach to the research-based thesis option that is available to current Oregon Tech students, offering them the unique opportunity to graduate with both Bachelor of Science and Master of Science degrees in five years. Students interested in the Biomedical Sciences 3+2 Program should initially enroll in our Biology-Health Sciences undergraduate program. In their third year in that major, students may apply to the Biomedical Sciences 3+2 MS program. Upon acceptance, students begin graduate coursework and research in the fall of their fourth year.

If you are interested in the Biomedical Science Master’s degree, please contact the Biomedical Sciences Graduate Coordinator, Dr. Travis Lund, at Travis.Lund@oit.edu

Curriculum Information

Thesis Track Core Classes

  • BIO 501 – Intro to Graduate Study
    (3 credits)
  • BIO 534 – Advanced Data Analysis
    (4 credits)
  • BIO 509 – Biomedical Sciences
    (2 credits)
  • BIO 510 – Current Issues in Biomedical Sciences
    (1 credit per term*)   
            *students must take BIO 510 in 3 different quarters, for a total of 3 credit hours
  • BIO 595 – Graduate Research/Thesis
    (2 credits per term*)   
             *students must take BIO 595 in 5 different quarters, for a total of 10 credit hours. Prerequisite: BIO 501.

Non-Thesis Track Core Classes

  • BIO 509 –Biomedical Sciences
    (2 credits)
  • BIO 510 – Current Issues in Biomedical Sciences 
    (1 credit per term*)
    *students must take BIO 510 in 3 different quarters, for a total of 3 credits
  • BIO 596 – Capstone
    (3 credits)          
     

Elective Classes

  • BIO 507 - Drug Development
  • BIO 522 - Neuroscience
  • BIO 526 - Evolutionary Biology
  • BIO 527 – Special topics in neuroscience
  • BIO 534 – Advanced Data Analysis
  • BIO 536 - Immunology
  • BIO 538 - Exercise Physiology)
  • BIO 541 - Genetic Engineering & Therapy
  • BIO 542 - Cell Biology
  • BIO 544 - Biological Physics
  • BIO 545 - Virology
  • BIO 546 - Pathophysiology I
  • BIO 547 - Pathophysiology II
  • BIO 552 - Developmental Biology
  • BIO 554 - Environmental Health
  • BIO 561 - Human Cadaver Dissection I-III (1 credit per term; available multiple terms)
  • BIO 567 - Biomedical Devices
  • BIO 597 - Biomedical Internship
  • CHE 505 - Nanoscience & Nanotech
  • CHE 535 - Bioorganic Chemistry
  • CHE 550 - Biochemistry I
  • CHE 551 - Biochemistry II
  • CHE 552 - Biochemistry III
  • CHE 565 - Fate and Transport of Pollutants
  • STAT 505: Biostatistics I
  • STAT 515: Epidemiology I
  • WRI 521: Writing at the Grad Level
  • WRI 510: Grant Proposal Writing
  • ALH 510: The Science of Evidence-Based Medicine
  • ALH 515: Scientific Writing and Healthcare Leadership Literature Review
  • ALH 545: Pertinent Ethical and Legal Considerations for Healthcare Leaders
  • ALH 565: Population Health Issues for Healthcare Professionals
  • ALH 585: Financial Considerations and Political Strategies for Healthcare Leaders

 

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Program Options

Klamath Falls
Bachelor of Science
Master of Science

Contact

Travis Lund
Professor
DOW222
541-885-0645

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. 

Additional Resources

Program Student Learning Outcomes
Projected Course Offerings (Two Year Schedules)

Meet The Faculty

Meet the Natural Sciences Faculty