Assistant Editor’s Note: Michael Keck joined the Keuka faculty this semester as associate professor of chemistry and chair of the Division of Natural Sciences, Mathematics, and Physical Education. As chair, he carries a half-time teaching load—one course lecture and one lab per semester. This semester he is teaching biochemistry; he will teach introductory chemistry in the spring. Keck earned a Ph.D. from the Massachusetts Institute of Technology and a B.S. in chemistry from the University of California, Berkeley. He completed his post-doctoral research at the University of Virginia. In this interview, Keck talks about his previous position, area of expertise, the strengths of the division, and the future.

CURRENTS: Where did you teach before accepting the position at Keuka?

KECK: I taught at Emporia State University (ESU) in Emporia, Kan., for 13 years. Emporia is a regional comprehensive university, one of six institutions governed by the Kansas Board of Regents. The total enrollment is about 6,000 students, with 4,500 of them undergraduates. We had a small master’s program in our department. For most of that time, I was the only biochemist working alongside six other chemists. There were 17 of us total with the physicists and earth scientists.

CURRENTS: Biochemistry is your area of expertise?

KECK: Actually, I started out in inorganic chemistry. But, while I was working on my Ph.D., I began to research the interaction between platinum-based anti-cancer drugs and DNA, and from there “evolved” into a biochemist. My current research interests remain in this general area; designing and synthesizing molecules with potentially interesting DNA interactions, then allowing these molecules to react with DNA and studying what happens. Ultimately, I would like to obtain information that might be useful in understanding and designing chemotherapeutics.

CURRENTS: What attracted you to Keuka?

KECK: I was looking for a small school in a rural area, closer to family in the Northeast. When I came here, I was impressed with the quality of the people and how the College values its people. I was especially impressed when President Burke called me on the phone and asked me how he could help me make my decision to come here or not. I can’t think of many colleges where the president would call a job candidate at home.

CURRENTS: What prepared you for the challenge of coming in as division chair?

KECK: Thirteen years as a faculty member in a diverse department that included multiple disciplines (chemistry, physics, earth science, and science education). I served as interim head of the chemistry department for a semester, and worked with administration at ESU in various capacities, including advisory councils. Most of all, I had a great role model in my previous chair back at Emporia State. We could disagree, but I always respected his decisions because I knew he was genuine in his motives—doing what was in the best interests of me and my students. If, in two or three years, people say that about me, then I’ll have done my job effectively.

CURRENTS: What do you see as the strengths of the division?

KECK: The faculty is really dedicated to the students; they go out of their way for them. It is part of the culture of the College. I’m not sure students realize what a blessing they have because it’s just the “norm” here. Also, that there is heavy emphasis placed on the laboratory component of courses. Most of what we know in science is knowledge gained because people have done and continue to do laboratory experimentation. Lab courses are expensive, and as budgets tighten, labs have been cut or reduced at many institutions. Additionally, the division faculty comes from diverse backgrounds, experiences, and perspectives and that’s a tremendous asset.

CURRENTS: Where do you see the division going in the long term?

KECK: I’d like to see undergraduate research become an even stronger component of the culture of the division, and every science student graduate having carried out an undergraduate research project. At ESU, I had three to four students each semester working with me on research projects. They’d also go to regional or national conferences where they would present their research. I’d like for Keuka students to go to national conferences, too. It’s a valuable experience, where they say, "Here’s what I did," and are forced to discuss and defend their work to a group of knowledgeable peers. A chemistry major is also on the wish list along with adolescent teaching certification in chemistry (biology and math are currently offered). Goals and visions are the kinds of things we as a division continue to discuss.  

-- Tanya Cornell-Kestler