Matthew Borcherding Biology Instructor


(218) 736-1592
Fergus Falls


Employee bio


Doctor of Education, Higher Education Expected Graduation: December 2015
St. Cloud State University
Dissertation: A structural equation model regarding the impact of marijuana use on academic and social involvement in undergraduate students

Master of Arts in Teaching, Biology Education December 2010
Minnesota State University, Mankato
Thesis: The effects of chronic marijuana use on academic performance in undergraduate students

Bachelor of Science, Microbiology May 2008
Minnesota State University, Mankato
Minor: Chemistry

Central nervous system depressants and their effects on learning and memory
Epistemology and learning theory
Student development theory


Instructor January 2011 – Present
Department of Biological Sciences, Minnesota State Community and Technical College, Fergus Falls
• I teach introductory lecture and laboratory courses in Human Anatomy & Physiology and Medical Microbiology.
• I use interactive homework assignments in the Human Anatomy & Physiology courses, as well as in Medical Microbiology to intensify the learning experience.
• I utilize a flipped classroom during the final quarter of Medical Microbiology, where my students listen to my lectures outside of class, collaborate and discuss on-line via Desire to Learn (D2L), and evaluate and assess case studies in class.
• I promote critical thinking in class discussion where there is not a single correct answer to any given issue.

Teaching Assistant August 2008 – December 2010
Department of Biological Sciences, Minnesota State University, Mankato
• I taught laboratory sections of BIO 100: Our Natural World and BIO 105: General Biology I.
• I collaborated with the course professor to continually enhance student learning through new laboratory experiences and instruction pedagogies.

Undergraduate Teaching Assistant January 2008 – May 2008
Department of Biological Sciences, Minnesota State University, Mankato
• I assisted with the instruction of BIO 105: General Biology I laboratory.
• I was present in the laboratory to answer student questions and to clarify laboratory techniques.

Department of Educational Leadership & Higher Education 2014
St. Cloud State University
• I was a co-author of a research study that used a descriptive, qualitative interview design to obtain in-depth information from 11 faculty members from various Minnesota State Colleges and Universities institutions regarding their perceptions of crisis management.
• The themes identified concern the perceived risk on campus and types of crises on campus, institutional and individual preparedness, communication, and stakeholder involvement. Analysis revealed a shared overarching faculty perspective of personal unpreparedness and the desire for additional crisis policy and procedural information, training, and access to crisis planning discourse.

Department of Educational Studies: K-12 Secondary Programs 2010
Minnesota State University, Mankato
• I conducted a research study using a sample of 466 students from a mid-sized four-year university in the Midwest. The goal of the research was to determine, if any, the correlation between marijuana use and academic performance. The results indicated that 144 of the 466 (30.9 per cent) participants identified themselves as users of marijuana. Of the 144 users, 11.4 percent of the entire population polled was identified as chronic users. Comparison of the GPAs of the chronic users versus the non-users found that 42.4 percent of chronic users had GPAs less than 2.9 (on a 4-point scale) whereas only 19.8 percent of non-users had GPAs less than 2.9.

Department of Biological Sciences, Cell Biology Laboratory 2009
Minnesota State University, Mankato, MN
• The primary goal of this research was to determine the functional differences between the β1 and β2 isoforms of actin capping protein within murine cardiac tissue.
• I aided the Principle Investigator in extracting cloned yeast plasmid DNA.
• Plasmid DNA was then transformed in E. coli, and extracted.
• PCR was later used to amplify the transformed DNA, and later segregated by agarose gel electrophoresis.

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