Dr. Keith Miller

Teaching Style in the Classroom

In science, the ability to be excited continually about the surrounding world is of utmost importance.  In the classroom, I use my enthusiasm for learning to provide a constructive learning environment that allows students to develop critical thinking/problem solving skills and to nurture lifelong learning habits.

As in most disciplines, the ability not only to memorize certain facts is important but to use those ideas in unique ways and apply them to unsolved problems is the path forward. Science does not exist or continue to grow if not for curiosity. Hypothesis-generated research is required to advance our understanding of the universe.  As an instructor and mentor for the future generation, it is my primary goal to spark that interest, to show the connections between the mundane and abstract to the real and pertinent aspects of daily life. 

One of the best ways I have found to improve a student’s critical thinking and reasoning is emphasis on reading, comprehending, and critiquing primary literature. Students gain a wide range of experience with reading scientific journals, applying their knowledge to unsolved problems, and critiquing experimental designs. These skills provide the students with the tools necessary for their future careers and the use of their imagination to ask the question, “what if…?”

Regularly Taught Courses

Specific courses I teach in the biochemistry/chemistry curriculum include CHE 120N Concepts in Chemistry (General Chemistry II) lecture and laboratory, CHE 370 Introduction to Biochemistry, CHE 374 Medicinal Chemistry, and CHE 476 Advanced Biochemistry Laboratory. I also teach in the honors program for their first-year seminar courses including HON 110 First Year Seminar Introduction to Boardgame Design.  In this course, students are introduced to college and learn the fundamentals of boardgame design starting with game mechanisms and finally, designing and playtesting a boardgame of their own.

Interdisciplinary Research

My main research focus is on cancer immunotherapy and tissue engineering.  This requires not only understanding biochemistry, cellular biology, and immunology, but also applying pharmaceutical drug design to create innovative therapies for future treatment. My research laboratory has several ongoing student-led projects. I am a biochemist by training and am interested in the interface of biochemistry, pharmaceutical drug design, and immunology. In my research, my students and I develop formulations of liposomes that can effectively target various immune cells including macrophages and neutrophils for either activation or deactivation. The chemical composition, liposome size, charge, and targeting groups on a liposome all aid or hinder its efficient drug delivery. 

Engaging with Fellow Biochemist Alumni

It is very rewarding to see the development and growth of my students from their first semester to their last.  Specifically, in CHE 370 Introduction to Biochemistry, there is tremendous student growth in understanding and critical thinking.  When a student’s perspective is forever changed how they see science and the molecular world, I know I have succeeded.  I also enjoy hearing from alumni about their triumphs, career progressions, and contributions to medicine, science, engineering, pharmaceutical sales, biotechnology, ect.

A Welcoming Department

All the professors in the department have individual research projects that I encourage students to participate in.  Students can rotate through laboratories to gain experience in research on Alzheimer’s disease, cancer, development of novel antibiotics or drugs for stroke treatment, metal toxicity, and solar cells batteries. For the research students, we also have regular research journal clubs, where students and faculty engage in primary literature reading, critiquing, and discussing the latest scientific findings. Finally, stop by our offices.  We all have an open-door policy. If the door is open, come on into chat!