Biomedical Sciences Master’s Degree at Oregon Tech
Turn your passion for science into a powerful career path.
At Oregon Tech, the Biomedical Sciences Master’s program equips you with the skills to tackle real-world biological and health-related challenges across industry, government, education, and beyond. Whether you're aiming for a career in research, preparing for medical or professional school, or looking to advance in your current role, this program offers a flexible and impactful path forward.
Upon completion of the program, students will have demonstrated the following outcomes:
- Attain applicable foundational knowledge, technical skills, and information literacy in several core areas of ecology, natural resources, & environmental sciences.
- Demonstrate geospatial literacy through the utilization of appropriate technology to identify and address environmental problems.
- Actively collaborate with local and regional agencies, organizations, and community members that represent a diversity of perspectives.
- Apply, interpret, and communicate appropriate analytical and statistical techniques to answer data-driven scientific questions.
- Make and advocate for science-based and sustainable solutions to local and global environmental issues.
Klamath Falls
Class of 2025
“After I complete my bachelor's degree in Bio-Health Science here at Oregon Tech, I will pursue a DMD. Ideally, I will be attending OHSU which is my dream school for dental medicine. I would like to extend my education by studying orthodontics and opening my own clinic.”
Choose from two dynamic options:
If you're driven by discovery, this two-year track pairs you with a faculty research advisor to explore original questions in biomedical science. Alongside core coursework and electives, you’ll conduct hands-on research that prepares you for PhD programs, professional schools, or research-intensive careers in biotech, healthcare, and environmental health.
Designed for flexibility and speed, this option can be completed in just one academic year. It’s ideal for professionals seeking advancement, science educators needing graduate credits, or students in a “gap year” preparing for medical, dental, or other graduate programs. You’ll complete a focused set of core courses and electives tailored to your goals—no thesis required.
Biomedical Sciences Program Options
The departmental faculty advise students. View the list of academic advisors.
If a student is unsure who their assigned academic advisor is, please contact the department chairperson or the Academic Advising office below.
Financial Aid & Scholarships
Scholarships are available for students from all walks of life—first-time college students, career changers, and everyone in between. Take the first step toward an affordable, high-quality education and let us help you build the skills you need for a brighter tomorrow.
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 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.
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