Background and Context

Who created the course?

GREGORY T. MILLER
Associate Professor of Chemistry

Department of Chemistry
Southern Oregon University
Ashland, OR 97520

Education

5/2000 – Ph.D. in Chemistry, The University of Alabama, Tuscaloosa, AL. Research Advisor: Professor Russell Timkovich.

5/1994 – B.S. degree in Chemistry. Northwestern State University of Louisiana, Natchitoches, LA.

Professional Experience

9/1999 – Assistant Professor of Chemistry, Southern Oregon University, Department of Chemistry

1/1998 – 8/1998 – Adjunct Instructor of Chemistry, The University of Alabama, Department of Chemistry

8/1995 – 5/1999 – Instructor of Chemistry, The University of Alabama, College of Nursing and Center for Teaching and Learning

8/1995 – 1/1996 – Interim Laboratory Coordinator, The University of Alabama, Department of Chemistry

8/1994 – 5/1996 – Graduate Teaching Assistant, The University of Alabama, Department of Chemistry

8/1993 – 5/1994 – Undergraduate Teaching Assistant, Northwestern State University of Louisiana, Department of Mathematical and Physical Sciences

Refereed Publications

1. Miller, G.T., Mackay, D.Q., Standley, M.S., Fields, S.L., Clary, W.M., and Timkovich, R. Expression of Pseudomonas stutzeri Zobell c-551 and its H47A variant in Escherichia coli. Prot. Exp. Purif., 2003, 29, 244-251.
2. Miller, G.T., Hardman, J.K., and Timkovich, R. Solution conformation of the Met-61 to His-61 mutant of Pseudomonas sutzeri Zobell ferrocytochrome c-551. Biophys. J., 2001, 80, 2928-2934.
3. Miller, G.T.; Zhang, B.; Hardman, J.K.; Timkovich, R.T. Converting a c- Type to a b-Type Cytochrome: the Met61 to His61 Mutant of
   Pseudomonas Cytochrome c-551. Biochemistry, 2000, 39, 9010-9017.
4. Carraway, A.; Miller, G.T.; Pearce, L.; Peterson, J. The Alkaline Transition of Bis(N-acetylated) Heme Undecapeptide. Inorg. Chem. 1998, 37, 4654- 4661.

Professional Affiliations

American Chemical Society – Division of Chemical Education

American Chemical Society – Division of Biological Chemistry

Association of American Colleges and Universities – Associate Member

National Center for Science Education

Grants Received

National Science Foundation Major Research Instrumentation – 2001
$158,000 to establish a central modern biotechnology research facility at SOU

National Science Foundation Major Research Instrumentation – 2001
$293,000 toward the purchase of the Department’s 400 MHz Bruker Avance NMR

M.J. Murdock Charitable Trust – 2002
$213,000 for equipment and instrumentation to complete the Biotechnology and Organic Spectroscopy Research Facilities

SOU Professional Development -2002
$6,650 for Biotechnology Research Facility supplies and consumables

Science Education for New Civic Engagements and Responsibilities (SENCER) – 2001
$3,500 Course Development and Conference Travel Award

Teaching Roles and Responsibilities at SOU

My primary teaching responsibilities at Southern Oregon University include our yearlong biochemistry course for majors (Ch 451-453) and lab (Ch 454-455), as well as, the Forensic Investigation class developed as our model SENCER course. Additionally, I teach in our general and organic chemistry laboratory sequences and I teach Introductory Chemistry for non-majors. I have also recently been involved in our Chemistry Information course and co-taught an evolution seminar class in the Biology Department.

Teaching Goals and Philosophy

Five years of teaching at Southern Oregon University has reinforced a belief I developed during my experience as a graduate teaching assistant and instructor at the University of Alabama: an effective teacher is different things to different students. Each student comes to me with a unique history, both academic and personal. This history influences the way an individual student approaches a subject, the way each student absorbs and processes course content, and, perhaps most importantly, the perception each student has regarding his or her academic ability.

As a faculty member in science, I see my objective being the same in both major’s chemistry and general education courses. That objective is to make the material I cover accessible to my students regardless of whether the student in question is the brightest and most ambitious in my very competitive senior-level biochemistry lecture or the introductory chemistry student with a poor background in science. Teaching effectiveness, to me, is the ability to make course content accessible to every student by means discussed below. “Accessible” material, it is important to note, is not synonymous with “easy” and does not lessen the responsibilities of the student. On a similar note, teaching effectiveness and student learning, although inseparable, do not always go hand in hand. It is only when both instructor and student understand and commit to their individual roles in education that true learning can take place.

An effective teacher is one that is both interested in and knowledgeable about the subject matter. It is my hope that all teachers have an interest in the subjects they teach. Being knowledgeable in a discipline, however, requires time and dedication. Two of the courses I teach every year are biochemistry (Ch 451-453) and forensic science (Ch 300). Both are young sciences and the course material is evolving on a year-by-year basis. It is important that the lectures, assignments, demonstrations, laboratories, and exams change with the science. I try to evolve with my course by evaluating new textbooks, reading the literature, and staying active with my own research projects involving capstone students.

An effective teacher is one that is enthusiastic about the course and subject. Enthusiasm is contagious in a classroom. There are specific reasons why I chose chemistry and biology as career fields. There are exciting and society-altering discoveries made each week. There are unanswered questions to investigate and future questions that, as yet, have not been posed. I try and share the “discovery” aspects of science with my students.

An effective teacher is one that is available to his or her students. I encourage students to come see me in my office and, literally, never close my office door. Students need to be able to communicate with their professors and not just about yesterday’s lecture or next week’s test but about next year’s hurdles or life after college. Students have questions about their future; who better to help them find answers than those of us that have previously sought similar advice?

Research and Other Activities

Along with great aid from my students, I am currently active in three different research projects. I have also been fortunate to serve as research mentor to 10 senior chemistry or biochemistry majors in the five years I have been at SOU.

Our first research project is an investigation of conserved amino acid residues in the bacterial cytochrome c-551 isolated from Pseudomonas. We are currently studying the third of five site-specific mutants generated to better understand structure-function relationships in this class of electron transport protein.

Our second area of research involves the cloning and expression of synthetic genes coding for Conus (Cone snail) peptide toxins. These toxins are being heterologously expressed in E. coli. Evolution has created peptide toxins with great specificity for cellular receptors. We are looking at E. coli as a cost effective and rapid way to produce these peptides, which can be used as models for future pharmaceuticals.

Finally, our research group is looking to characterize the venom of the Western ringneck snake (Diadophis punctatus). There have been conflicting reports in the literature as to whether this species is venomous. As one of the most common snakes in southern Oregon, there clearly exists an opportunity to expand our knowledge in this area.

Aside from my teaching and research responsibilities, I am heavily committed to science education for K-12 students (ACS – Division of Chemical Education, ACS Kids and Chemistry, and Project Kaleidoscope) and aiding SOU in the recruitment of high-caliber science undergraduates.

Where is Forensic Investigation Taught?

Southern Oregon University is the premier academic resource for southern Oregon and neighboring counties in California. Enrolling 5000 undergraduates and 500 graduate students in 35 degree granting programs, it is distinctive among Oregon’s institutions of higher learning. The 175-acre campus sits at the crux of the Siskiyou, Western Coastal, and Cascade Mountain ranges and within a two hours drive of three national
parks, 5 “wild and scenic” rivers, the tropical Pacific coast, and the arid conditions of the Eastern Oregon deserts. The University aspires to enhance its contribution to the region and Oregon by positioning itself as one of America’s finest contemporary public liberal arts universities. Recently inducted into the Council of Public Liberal Arts Colleges (COPLAC), the University is well on its way to realizing its vision of being regionally responsive and nationally recognized.

What is the Course’s Role in the Undergraduate Curriculum?

Over the past several years, SOU has, in stages, revised its General Education program. The guiding principles for SOU’s General Education Program are closely aligned with the SENCER philosophy. Specifically, the last sentence of the following paragraph addresses inclusion of problem-based material and case histories in the courses. SOU is especially interested in utilizing the SENCER approach and our involvement in the workshops to develop new, upper division Synthesis courses (See Item IIA, below) and to improve our assessment of both the Explorations and Synthesis components of our general education program.

Forensic Investigation is a Synthesis and Application course. This class, although commonly taken by biology and chemistry majors (especially those with an interest in forensic science), does not count towards a major or minor in any of our academic disciplines.

“The purpose of general education at Southern Oregon University is to nurture a commitment to sustained learning that encourages students to question assumptions, to reason critically, and to synthesize ideas from many different realms of knowledge and intellectual endeavor. To prepare students for active and responsible participation in their personal and public lives, general education courses develop critical and creative thinking, effective communication, literacy, and adaptability. Courses develop a student’s ability to arrive at thoughtful and informed judgments by exploring ways in which individuals, communities, and cultures have confronted and imagined the problems and possibilities of existence. The learning objectives for the science component (see below) include hands-on opportunities for students.

Guiding Principles:

1. General education at SOU should reinforce critical and creative thinking, effective communication, literacy, and adaptability throughout a student’s entire college experience.
2. General education at SOU should consist of both common experiences shared by all students and similar experiences specifically designed for students in different majors.
3. General education at SOU should contain a significant component that is interdisciplinary in nature and focused on relationships among disciplines.
4. General education at SOU should contain a significant component that is multicultural and international in nature.
5. General education at SOU should provide a guided tour (an overview) of various disciplines including examples from the arts and humanities,
   the sciences, and the social sciences.
6. General education at SOU should provide each student with significant depth in several different disciplines.
7. General education at SOU should provide all upper division students with an opportunity to interact, in an academic setting, with students
   from a wide variety of disciplines.”

The current General Education program consists of the following components (Total quarter credits are at least 45, but are most likely to range between 48 and 52):

I. Lower Division:

A. University Colloquium: An innovative, year-long course for first year students which emphasizes critical thinking, problem solving, and communication skills.

The program focuses on the critical skills necessary for university students to become a part of a thriving intellectual and social community. Faculty serve as both instructors and advisers during the first year, unless the student has already chosen a major. Class sizes are limited to 24 students. Several “enrichment” sections are offered for those students seeking a faster-paced and more in-depth experience around ethical issues. The course is structured so that students keep the same meeting time and instructor for the entire academic year. All students are engaged in a common curriculum, and yet, because of inevitable differences among the students and the faculty, different sections experience it in a variety of ways. All sections apply common standards, pursue common outcomes, and include similar assignments and experiences.

B. Explorations: Lower-Division Sequences: Two course sequences from each of Arts and Letters, Science, and Social Science and one course in
Quantitative Reasoning.

These courses provide students with an understanding of the ways of knowing common to disciplines within the school area, and the ways in which those disciplines help us to understand the problems and concerns of our lives. Coursework from any department may be incorporated into any sequence as long as it fully addresses the relevant School-area based learning objectives. Sequences could be developed around a topic or theme, and incorporate perspectives and faculty from multiple disciplines, including Business. The Quantitative Reasoning requirement may be satisfied by completion of either a stand-alone course or by completion of an Explorations sequence that incorporates the quantitative reasoning learning objectives.

All of the Explorations sequences must do the following: (1) Develop in a significant way all of the School-area based learning objectives, (2). Provide an opportunity for students to demonstrate their proficiency with these goals, (3). Reinforce academic skills of critical reading, reasoning, written and oral communication, and (4). Contain pedagogy geared toward active learning.

The learning objectives that are applied to Explorations sequences in Science and to the Quantitative Reasoning courses are as follows:

Science:

• Understand the interaction between science, technology, ethics, and other human affairs.
• Correctly use the language and concepts of more than one science discipline and appreciate connections between individual disciplines.
• Explore the use of science as a means of communicating unambiguously about the physical world.
• Use the following methods of observational and experimental science as appropriate: generate and test hypotheses, make observations, design and carry out experiments in a laboratory or field setting, use appropriate tools (including mathematics) to analyze results, recognize limitations of equipment used, communicate experimental results.
• Make informed decisions on scientific questions based on reason rather than authority by differentiating real from pseudo science, evaluating
  sources of information, understanding the domain and limitations of scientific inquiry, reading critically in science, and drawing conclusions
  based on scientific evidence.

Quantitative Reasoning:

• Use mathematical symbols to represent real-world phenomena, answer questions based on linear and non-linear mathematical relationships, and express mathematical statements in plain language.
• Understand the logical distinction between facts, assumptions, and conclusions, and demonstrate the ability to move from facts or assumptions to mathematically valid conclusions.
• Create appropriate visual displays of data, compute appropriate summary measures (e.g. mean, variance, or trend), and recognize numerically
  implausible data or conclusions.

II. Upper Division:

A. Synthesis and Application: Upper-division interdisciplinary courses, one from each of Arts and Letters, Science, and Social Science.

These courses emphasize the ways in which multiple disciplinary perspectives illuminate different facets of understanding. They assume more intellectual maturity of students, and permit greater depth of study than is the case with the lower-division “explorations” sequences. Synthesis courses build on the foundation laid in the Colloquium and the explorations sequences to reinforce students’ written and oral communication, critical
reading, and reasoning abilities. Synthesis courses might be interdisciplinary (or multidisciplinary) within one of the three school areas, but preferably are multi-school. Any of these courses could also include a business component. Faculty from all involved disciplines often collaborate in course planning or instruction.

B. Capstone Experience: Though not strictly part of General Education at SOU, a Capstone Experience, which is designed to bring focus to and provide richer understanding of the major field of study, is a required component of all undergraduate degree programs. In most of the Science programs and Environmental Studies, the capstone is a team or individual research project related to the student’s field. Usually, the final stage of the capstone project is an oral presentation of professional caliber.