Oregon Tech offers a minor in chemistry to students interested in deepening their knowledge of chemistry, "the central science." A minor in chemistry can help prepare students for graduate school, medical school, or professional laboratory or research work. Students in fields from medicine to renewable energy to materials science will find their degrees strengthened by the hands-on experience of a chemistry minor, which includes the option for undergraduate research in chemistry.

Core Requirements:

Students must complete all of:
  • CHE201/204 or CHE221 - General Chemistry I (4/5 credits)
  • CHE202/205 or CHE222 - General Chemistry II (4/5 credits)
  • CHE203/206 or CHE223 - General Chemistry III (4/5 credits)
  • CHE331 - Organic Chemistry I (4 credits)

Elective Requirements:

Students must complete 16 credit hours from the electives list below, with the following restrictions:

  • At least 6 elective credits must be "above and beyond" the students' regular major – that is, they cannot be required for the major or used as technical/major electives;
  • At least 8 elective credits must be CHE-prefix courses (or co-taught as CHE-prefix courses).
  • At least 12 elective credits must be upper-division (300-level or higher);

Electives List:

  • CHE 260 - Electrochemistry for Renewable Energy Applications (4 credits)
  • CHE/PHY/ENGR 305 - Nanoscience and Nanotechnology (4 credits)​
  • CHE 315 - Environmental Chemistry and Toxicology (3 credits)
  • CHE 332 - Organic Chemistry II (4 credits)
  • CHE 333 - Organic Chemistry III (4 credits)
  • CHE 441: Genetic Engineering & Therapy (1 credits)
  • CHE 450 - Biochemistry I (4 credits)
  • CHE 451 - Biochemistry II (4 credits)
  • CHE 452 - Biochemistry III (4 credits)
  • CHE 465 - Fate and Transport of Pollutants (3 credits)
  • MLS 415 - Clinical Chemistry I (5 credits) *open to MLS students only
  • MLS 416 - Clinical Chemistry II (5 credits) *open to MLS students only
  • MLS 417 - Clinical Chemistry II (2 credits) *open to MLS students only
  • EE 343 - Solid State Electronic Devices (3 credits)
  • ENGR 355 - Thermodynamics (3 credits)
  • MECH 360 - Engineering Materials II (3 credits)
  • MET 160 - Engineering Materials I (3 credits)
  • PHY 311 - Modern Physics (3 credits)
  • REE 331 - Fuel Cells (3 credits)
  • REE 335 - Hydrogen (3 credits)
  • REE 333 - Batteries (3 credits)
  • REE 337 - Materials for Renewable Energy Applications (3 credits)
  • REE 346 - Biofuel and Biomass (3 credits)
  • Up to 2 credits of upper division chemistry research (CHE 355, 455, and/or 495)
  • Any other CHE course at the 200-level or higher, except for pharmacology courses (CHE210, CHE 350, CHE 360).
  • Other special topics courses, undergraduate research, or transfer courses may also be applied towards the minor with the permission of the Natural Sciences Department.

 

  • PHY 307 - Introduction to Nanoscience and Nanotechnology (4 credits)
  • CLS 416 - Clinical Chemistry II (2 credits) *open to CLS students only
  • CLS 416 - Clinical Chemistry II (2 credits) *open to CLS students only
  • CLS 416 - Clinical Chemistry II (2 credits) *open to CLS students only

Biology-Health Sciences Majors take all of the required courses for the chemistry minor, and 16 credits from the electives list (Organic Chemistry II & III, Biochemistry I & II).

To complete the chemistry minor, an additional 6 credits of courses from the electives list are required. In order to count towards the chemistry minor, these courses cannot be counted as technical electives for the major — for instance, Biochemistry III may count as a technical elective for the major, or an elective for the minor, but not both).

Environmental Sciences majors take all of the required courses for the chemistry minor, and are required to take one chemistry course (either CHE 315 or CHE 465) as a technical emphasis elective for the major.

Many of the electives for the chemistry minor can also count as technical emphasis electives for the major, including Organic Chemistry II & III (CHE 332 and CHE 333), Electrochemistry for Renewable Energy Applications (CHE260), Environmental Chemistry and Toxicology (CHE 315), Fate and Transport of Pollutants (CHE 465), Materials II (MET 360), Fuel Cells (REE 331), Biofuels & Biomass (REE 346).

Note that 6 credits for the chemistry minor must be "above and beyond" the major, and cannot be counted as both technical emphasis electives and as chemistry minor electives.

Mechanical Engineering students are required to take the first two terms of General Chemistry (CHE 201/4 and CHE 202/5), and also take 9 credits of required courses which can count as electives towards the minor — MET160 (Engineering Materials I), MECH360 (Engineering Materials II), ENGR355 (Thermodynamics). 

To complete the minor, an ME student would need to take 9 additional credits of required chemistry courses: CHE223 (General Chemistry II), and CHE331 (Organic Chemistry I), as well as 8 additional CHE-prefix electives credits (6 credits of these cannot be counted as ME technical electives).

Medical Laboratory Science majors typically all of the required courses for the chemistry minor, plus Organic Chemistry II & III (8 credits) and Clinical Chemistry I, II & III (10 credits).

To complete the chemistry minor, a MLS major would need to take 6 credits of electives beyond those required for their major.

Renewable Energy Engineering students are required to take the first two terms of General Chemistry (CHE 201/4 and CHE 202/5), and also take 13 credits of required courses which can count as electives towards the minor — CHE260 (Electrochemistry for Renewable Energy Applications), EE343 (Solid-State Electronic Devices), ENGR355 (Thermodynamics), and REE 331 (Fuel Cells). REE335 (Hydrogen) and REE346 (Biofuels and Biomass) may count both towards the chemistry minor and as technical electives for the REE major.

To complete the minor, an REE student would need to take 9 credits of required chemistry courses: CHE223 (General Chemistry II), and CHE331 (Organic Chemistry I), as well as 6 additional elective credits that cannot be counted as REE technical electives. 4 credits of those electives must be CHE-prefix courses.

Natural Sciences

Biology-Health Sciences
Environmental Sciences
Meet the Faculty
Chemistry Minor
Students Adam Langenstein and Matthew Vinson present their u

Students Adam Langenstein and Matthew Vinson present their undergraduate chemistry research project "Synthesis of silver nanoparticles and nanoclusters for use as antimicrobial agents" at the Oregon Tech project symposium in May 2014.
Ferrofluid produced by Danielle Nicholas in undergraduate ch

Ferrofluid produced by Danielle Nicholas in undergraduate chemistry research project "Synthesis of Ferrofluid Nanoparticles with Oleic Acid" in June 2014.

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. 

Dr. Travis Lund