3. Cover Story
4 The New Building
Take a look inside the new Life
Sciences Building.
MMBio Chair &
New Faculty
Dr. Richard Robison is the new
MMBio Chair. The College of Life
Sciences welcomes its new professors.
13
A Student's-Eye View
What do students think of the new
Life Sciences Building?
11
LifeSciencesA Magazine for Friends and Alumni ■ Fall 2014
BYU College of
Update
Education for Eternity
Faculty and staff members are
encouraged to cultivate spiritual
values at BYU.
10
Building a Firm Foundation
The John A. Widtsoe building will be
demolished in the summer of 2015, but
the legacy of its namesake will live on.
8
"To the Top of the World"
Thomas L. Martin encouraged
his students to become "centers of
Mormonism" throughout the world.
9
In the College
12 Welcome Worthen
The College of Life Sciences welcomes
Kevin J Worthen, the new president
of BYU.
11
4
10
Fall 2014 ■ 3
4. 4 ■ BYU College of Life Sciences
The New
BuildingBy Estée Crenshaw
Study Areas
The new Life Sciences Building (LSB) is one
of the most inspiring and feasible places to
study on campus. The hallways are filled
with life—in the form of over “300 variet-
ies and various cultivars of plants,” accord-
ing to Plant and Wildlife Sciences adjunct
faculty member Norah Hunter, who was a
leading force in obtaining the plants. Study
areas are composed of soft furniture, sturdy
tables, whiteboards, and large windows re-
vealing magnificent mountain views. Assis-
tant dean and director of Student Services,
Shauna Anderson Young, described the new
building: “It’s student friendly everywhere.”
And sure enough, the many sit-and-talk
areas beat stepping over a latticework of
outstretched legs in the Widtsoe Building.
Take a look inside the new
Life Sciences Building.
The student study areas are designed to fa-
cilitate interaction and collaboration among
students. Two large study areas on the sec-
ond floor are set between classroom labs
of varying subjects, allowing a space for
cross-discipline interaction. In the Widtsoe
Building there were few places for groups
to sit and talk, eat lunch, or do homework.
The implementation of study areas gives the
Life Sciences students a place to stay and in-
teract. And thanks to high-density wireless
networking, there is a large enough server
for each student in the building to have up to
three wireless devices accessing the Internet
at the same time. There’s really no need to go
anywhere else.
5. StudentsarehelpedwiththeiracademicschedulesintheStudentServicesoffice.
Opposite:Importedplantsdecoratethebuilding.PhotosbySavannaSorensen.
Fall 2014 ■ 5
With the entire second floor of the LSB ded-
icated to teaching and learning, the Student
Services location is more central than ever.
“We’re hoping we will see more students,”
said Jeanne Gubler, advisement supervi-
sor. At Student Services, students can meet
with an advisor to set up their graduation
plan, rearrange their schedule, or change
their major. The difficult curriculum of
Life Sciences majors can often take up as
much time as a part-time job, and Gubler
expressed the need for students to take the
time to plan their schedules carefully in or-
der to be successful. “Students don’t know
that we have a lot of the answers,” said Ni-
cole Morris, Student Services secretary.
By placing Student Services near much of
the student activity in the building and in
one suite rather than many, the staff hopes
Student Services will become a more inte-
gral part of the student environment. “We
want our students to feel comfortable here,
to have everything they need,” said Gubler.
Indeed, the central location of the Student
Services office will help ensure that stu-
dents get the help their rigorous schedules
demand.
Student Services
The biology lab is connected to the tutor-
ing lab, but it specializes in helping stu-
dents taking Biology 100. Biology 100 is a
required class for many non-majors; how-
ever, students who discover that they have
a deeper interest in the life sciences while
taking this class can venture a short walk
up the hall to Student Services and change
their major.
Regarding the new biology lab, Stephanie
Burdett, Biology 100 course manager, said,
“The setup fosters flexibility.” The room is
filled with round tables and computers,
and it shares the high-tech, private study
rooms with the tutoring lab. Burdett said
that before moving into the new building,
“we were always somewhere else on cam-
pus . . . it was hard for students to find us.”
Previously, the biology lab was located in
random locations, including the Kennedy
Center. Burdett hopes that with the new
location, more students will come in and
get help with questions they have. TAs can
be found in the lab all day to assist students
with their assignments.
Biology Lab
StudentscollaborateintheBiologyLab.PhotobyMeaganLarsen.
6. 6 ■ BYU College of Life Sciences
Computer Labs
Prior to the construction of the new build-
ing, computer labs for life sciences students
were scattered throughout campus, ranging
from the Clark Building to the Smith Field-
house to the Widtsoe Building. In the Life
Sciences Building, new computers with the
necessary software have been combined
into one main location and are available to
faculty and students alike. These computer
labs can be found in the southeast corner of
the second floor in rooms 2142, 2144, and
2146.
The computer labs are designed to accom-
modate the varying needs of teachers and
students. Complete with collapsible walls
fitted with whiteboards, the room can be
divided into three separate classrooms or
left open as one large room. In the labs,
students can take tests, attend classes, com-
plete assignments, or use the open-access
computers for other tasks.
Danny Yeo, College director of IT, said
that the new labs “give us a lot of flexibility
and a lot more elbow space.” Yeo explained
that the new design and setup of the com-
puter labs are more conducive to teaching
and learning than computer labs for life sci-
ences students have been in the past.
Classroom Labs
The new classroom labs “save three hours
a day in lab teaching,” according to Dr.
Shauna Anderson Young, assistant dean
in the College of Life Sciences and direc-
tor of Student Services. The large labs can
hold twice as many students and contain
new fume hoods, centrifuges, refrigerators,
incubators, safety showers, eyewash sinks,
increased counter and table space, and
even new pipets. “It’s pretty amazing what
they’ve done for us,” said Professor William
Zundel of the Microbiology & Molecular
Biology Department.
Connected to each lab is a smaller room
used to prepare samples for class, an ac-
commodation that was not available in the
Widtsoe or Martin buildings. This feature
adds efficiency to the classrooms because
professors no longer have to go in early
or stay late to prepare or correct samples
for their classes, an endeavor which can
be time-consuming. Classrooms time is
also spent more efficiently because of the
new touch-screen projectors (two in each
classroom) and surrounding whiteboards
that make learning even more hands-on.
Zundel believes these changes are “going to
make the classroom [a] much more cohe-
sive” environment.
Studentsparticipateinhands-onclassroomlearning.PhotobySavannaSorensen.
Tutoring Lab
One important quality of the tutoring lab is
its convenience. The tutoring lab is strate-
gically placed right outside the classroom
labs on the second floor and is next door to
Student Services. The tutoring lab works as
a centralized learning center that brings to-
gether tutors of different majors and makes
them available to students. Tutors are avail-
able any time of the day to help students,
and they often have experience in every-
thing from molecular biology to genetics.
The setup of the tutoring lab mirrors that
of the biology lab, including having a row of
computers for students whose homework
requires access to specific software or the
Internet. In between the tutoring lab and
the biology lab are three small rooms for
groups to meet and work together on proj-
ects or have an even quieter space to work.
These rooms have large touch screens that
are interactive with individual laptops and
iPads—improvements that make collabora-
tion simple.
With such easy access to help from tutors
and technology, students are sure to find
the tutoring lab a convenient part of their
education.
7. Fall 2014 ■ 7
StudentsworktogetherinDr.JerryJohnson'sresearchlab.PhotobyJarenWilkey.
Research Labs
In what biology professor Dr. Jerry Johnson
calls the “great lab concept,” many faculty
and student research labs have become a
shared space. Johnson said this space al-
lows for “a ton of flexibility to grow and
expand research.” In shared labs, all of the
equipment is available for all faculty mem-
bers to use. Faculty members will no lon-
ger have to ask colleagues for permission to
borrow certain equipment that before was
only available in specialized labs. Johnson
said, “It offers us a lot more support to use
resources we may not have even known
about.” When a faculty member needs a
large space, they can reserve certain por-
tions of the lab. Then, when they finish
their project, they give up that space for
someone else to work.
However, to make this shared space func-
tion properly, Johnson said faculty members
and their students are going to have to “trust
each other and work together.” Not all de-
partments have chosen to use this model.
However, Johnson is optimistic, “Our hy-
pothesis is that because we have designed
our space this way, we’ll ask better questions,
which will lead to better science.” While
faculty members enjoy using the new labs
and all their features, they’re also asking the
question, “What am I going to do with this
gift?” Johnson recognizes the blessing of
having access to the new research labs and
said, “We are stewards of [these labs].” And
certainly, it only takes one walk around the
new research labs to see that there is much
to be grateful for. ■
Take an aerial tour
of the Life Sciences
Building!
Filmed by BYU Magazine
8. 8 ■ BYU College of Life Sciences
Building a Firm Foundation
The legacy that is the John A. Widtsoe Building will come to an end in the summer of 2015. Built in
1969 and named for the 1920s L.D.S. apostle, the Widtsoe Building has served students for nearly
50 years.
John Andreas Widtsoe was born in 1872,
and though he came from humble circum-
stances, he accomplished much for himself
and for Brigham Young University in his
lifetime. His father’s early death necessi-
tated that Widtsoe spend his time working
to support his family rather than attend
school. It was not until he was 17 years old
that he received any formal education, but
he learned quickly and headed off to Har-
vard University just two years later.
Widtsoe graduated from Harvard with
honors and then went on to receive master’s
and doctorate degrees from universities in
Europe, also with honors. He spent his life
in constant pursuit of greater knowledge
and growth. After receiving his various
degrees, Widtsoe spent five years as direc-
tor of the Utah Agricultural Experiment
Station before making his way to Brigham
Young Academy.
As the first professor at BYA with a
Ph.D., Widtsoe was anxious to transition
the academy into a full-blown universi-
ty. He believed that “there ought to be a
Church university in which opportunities
university accreditation. In 1923, the North-
west Association of Secondary and Higher
Schools granted accreditation to BYU, and
after further improvements the Association
of American Universities granted accredita-
tion in 1928. Finally, 23 years after Widtsoe
began his quest at Brigham Young Acade-
my, he saw it become a university.
Some still feared for the future of the
school, but Widtsoe said, “The rumblings
may always continue, but sooner or later the
institution will be so firmly established that
even an earthquake cannot undo it.”3
The
Widtsoe building will be demolished sum-
mer of 2015, but the university itself is firm-
ly established, and Widtsoe’s contributions
will forever live on with the university. ■
_________
1. Widtsoe to Brimhall, 22 Oct. 1907, in Brimhall
Presidential Papers, box 13 folder 4 letter #569,
(Provo: BYU Archives).
2. Widtsoe to Brimhall, 21 Dec. 1907, in Brimhall
Presidential Papers, box 13 folder 4 letter #565,
(Provo: BYU Archives).
3. Widtsoe to Harris, 6 May 1930, in Harris Presiden-
tial Papers, box 27 folder 3, (Provo: BYU Archives).
are offered for advanced work [so] that
those who prefer to do their college work
under the immediate and direct [i]nflu-
ence of the Gospel spirit might be able to
do so.”1
After founding the School of Agriculture
and laying the foundation for the life sci-
ences program, Widtsoe left BYA to be-
come president of the Utah Agricultural
College. Though he was only at BYA for
two years, Widtsoe continued his interest
in the destiny of the school. He said to BYA
President George Brimhall, “I shall be glad
at any time to assist in planning for the fu-
ture success of the department.”2
Widtsoe continued to be an unofficial ad-
visor to school presidents even after Brim-
hall’s departure. He encouraged President
Franklin Harris to emphasize the impor-
tance of research, and he also suggested
that Harris expand the faculty, especially
pursuing faculty members with doctorate
degrees. By the end of Harris’s administra-
tion, faculty had more than doubled, and
19 percent held doctorate degrees.
President Harris could now work toward
By Ashley Holmes
PhotosofWidtsoe(left,center)andMartin(right)courtesyofL.TomPerry
SpecialCollections,HaroldB.LeeLibrary,BrighamYoungUniversity.
9. Fall 2014 ■ 9
"To the Top
of the World"
Thomas L. Martin encouraged his students to become
"centers of Mormonism" throughout the world.
Thomas Lysons Martin was born in En-
gland in 1885. Poor conditions during his
first few years of life caused Martin to suffer
many diseases throughout his childhood
which ultimately resulted in his small, five-
foot adult frame. Martin liked to say that he
had “a pint-sized body with a giant-sized
ambition.”1
His ambition, however, did not make his
road easy. Martin’s start in school was not
particularly promising, but that did not
stop him from aiming high. As a boy he
made a goal to become a teacher, and he
maneuvered through every obstacle he en-
countered in order to achieve his goal. After
fifth grade, Martin dropped out of school
and began working in the coal mines and
at a dairy to help raise funds so that he and
his family could immigrate to Utah. Once
he had accomplished this, and after a six-
year break from school, he returned to sev-
enth grade at age 19. He had not forgotten
his goal.
He graduated high school four years later
and, encouraged by his principal, Martin
went to Brigham Young University imme-
diately following his graduation. He grad-
uated from BYU in 1912 and a few years
later received a Ph.D. in soils from Cornell.
In 1921, his lifelong dream became a reality
when he finally became a professor at BYU.
As a professor, Martin encouraged his stu-
dents as his principal had encouraged him,
and found that as he did so, they increased
their efforts. He told his students to “go to
the top of the world no matter how great
the problem might be, or how big the posi-
tion” and assured them that if “you set your
mind to it . . . you can get it!”2
According to
Allen Christensen, one of Martin’s last stu-
dents, Martin did more than just educate
his students; he “stirred their souls.”3
Over the course of his 37-year profes-
sorship, Martin inspired over 150 BYU
graduates to seek graduate degrees in
the field of agronomy. He prompted his
students to attend universities in the
East, his purpose being that “if they lo-
cated in different places in the country,
they would be centers of Mormonism
and Mormon influence.” A former stu-
dent, Sterling Weed, attests to the wis-
dom in that counsel, saying that “most
of the Church branches associated with
the towns where the schools were locat-
ed were very small and struggling. Thus,
there were many opportunities to give
service.”4
According to Weed, “Though Dr. Mar-
tin was small in stature, he stood tall in
his influence on the students he came
in contact with.” Likewise, the Martin
Building remains standing tall and Mar-
tin’s influence can live on through the
many students that he inspired in his
time as a professor at BYU.5
■
_________
1. Leonard J. Arrington, The Mormon Experience:
A History of the Latter-day Saints (Champaign:
University of Illinois Press, 1992), 318.
2. Thomas L. Martin, “The Story of My Life,” BYU
Devotional, October 30, 1951.
3. Nicole Seymour, “Go East, Young Man: The Leg-
acy of Thomas L. Martin,” BioAg (Spring 2007): 5.
4. Sterling Weed, e-mail message to Sue Pratley,
February 7, 2009.
5. Unless otherwise indicated, quotations and in-
formation for this article were taken from Thomas
L. Martin, My Life Story, L. Tom Perry Special Col-
lections, Harold B. Lee Library, Brigham Young
University.
By Ashley Holmes
10. science classes, my professors testified of
the evidence of God in every life form and
system. In my management and business
classes, my professors testified of the great-
est leader who we should all pattern our
management styles after. In my nutrition
classes, my professors testified of the power
of treating our bodies as temples, allowing
ourselves to reach our full potential and in-
crease the glory of God."
Contributions to spirituality which are
less obvious—but certainly present—are
professors’ personal prayers for help in de-
signing and delivering a lesson, guiding in-
dividual students, or moving their research
forward. Similarly, staff members may pray
10 ■ BYU College of Life Sciences
to be of service as they fulfill their specific
duties. Although we may not consciously
notice, the beautiful and orderly campus
grounds and buildings also contribute to a
spiritual atmosphere.
The Education in Zion exhibition similarly
makes a unique and powerful contribution.
Although many students see this exhibition
when they first come to BYU, its impact may
fade with time. I assign students in one of my
nutrition courses (yes, a nutrition course!)
to spend thirty minutes in the exhibition
during the first week of the semester and
write a one-page reflective essay on what
they learned and how this recent visit to
the exhibition will help them in their stud-
Faculty and staff members are
encouraged to cultivate spiritual
values at BYU.
Education
forEternityBy Dr. Lora Beth Brown
In his “The Second Century of Brigham
Young University” address (1975), President
Spencer W. Kimball spoke of the importance
of education for eternity and the pursuit of
educational excellence. He stated that we
must “be concerned about the spiritual qual-
ities and abilities of those who teach here.”
Likewise, in recent addresses at the 2014
University Conference, President Kevin J
Worthen, Academic Vice President Brent
W. Webb, Commissioner of the Church Ed-
ucation System Paul V. Johnson all spoke of
the need for consecrated contributions. They
each urged us as faculty and staff members
to move forward in our contributions to the
spiritual growth and development of our
students.
Some of the diverse ways we cultivate spir-
itual values at BYU would be obvious to an
outsider. For example, professors may start
class with a prayer, a hymn, or a spiritual
thought from a student. Staff members may
start their meetings or their shifts by praying
together. BYU Devotional speakers often
discuss gospel principles through the lens of
their own discipline. A student recently said
that she especially appreciates professors
who comment on devotional addresses, as it
reminds her of the importance of these spir-
itual oases in otherwise busy days.
Professors in many disciplines find ways
to weave their testimony of the Savior into
their courses. One of my teaching assis-
tants, Kylie Peterson, described how some
professors include their testimony in their
teachings: "In my anatomy and physiology
classes, my professors testified of the Great
Creator who created our remarkable bodies
and intricate systems. In my biology and
Dr.LoraBethBrownteachesherstudents.PhotobyMarkPhilbrick.
11. Fall 2014 ■ 11
A Student's-Eye View
For many students, the beginning of Fall
2014 Semester was their first glimpse at the
new Life Sciences Building. Nearly three
years of watching its construction certainly
built anticipation about the new structure
and the changes it would bring to not only
classroom instruction but also to other fac-
ets of education for life sciences majors. It
was clear for the first few weeks that stu-
dents were both awed and overwhelmed by
the space as they looked at maps trying to
find their classrooms.
However, after a few weeks into the semes-
ter, the newness and the complexity of the
Life Sciences Building has eased and stu-
dents are eager to begin utilizing the build-
ing to its full potential. One of the most
popular features is the study areas. “It’s a
lot more convenient to study here than in
the Widtsoe; it’s off from the crowds,” said
Arthur Silva, a neuroscience major. “In the
Widtsoe, you’d get this dreary, no-light feel-
ing. Here there is a lot of natural light and
it’s more open.” Alli, a biological science
education major, also noted the abundance
of natural light. “I like the natural lighting,”
she said. “If you are tired of reading, you
can look up and see the mountains and sky.”
However, students aren’t just excited about
the light and aesthetics of the building. It’s
clear that the building is more practical and
modern. Many students remarked that the
laboratories were much cleaner. Spencer
Gunnell, a biophysics major and research
assistant in Dr. Sterling Sudweeks’s lab, said,
“Our lab is a lot bigger and cleaner. It’s a bet-
ter atmosphere.” The teaching labs are also
an improvement, according to Nathan Sa-
bin, a microbiology major. “The quality of
labs is much better,” Sabin said. “Everything
was falling apart in the Widtsoe. Here, every-
thing is more uniform . . . there are enough
materials for everybody to get stuff done.”
The labs, classrooms, and study spaces
are all components of a building that fos-
ters learning and growth. No longer do stu-
dents have to leave the building to gather in
groups or even find a quiet place to do work
on their own. “I use the tutorial labs, study
areas, and classrooms” said Matthew Ev-
ans, a physiology & developmental biology
major. “In the evenings I will often use an
empty classroom to review lecture slides,
and solve problems on the whiteboard.” ■
By Emily Ellsworth
ies this semester or beyond. It is a privilege
to read their essays. They express apprecia-
tion for the sacrifices of pioneers to get this
school started; they express gratitude for
the Church’s extensive commitment to edu-
cation; some gain a new vision of the close
connections between education and spiritu-
ality and eternal development. Nearly all of
the students commit to be more serious in
their academic pursuits.
What do students think of the new Life Sciences Building?
Each individual associated with BYU has
a role to play in cultivating spiritual val-
ues. As President Worthen reiterated, “The
mission statement makes clear that not just
formal instruction, but all programs and all
services ‘should make their own contribu-
tion.’” Laree LaPierre, another student, said,
"[This means] more than just opening class
with a prayer, but really [having] a desire to
uplift and strengthen . . . students in every
way. I think I admire these professors most
because I feel like they truly cared and thus
wanted to share all truth with their stu-
dents. It helped me gain a deeper apprecia-
tion for the class material and even a deeper
interest too. It made me want to try harder."
As we incorporate spiritual aspects into
every facet of BYU education, students
will be able to grow spiritually as well as
academically. ■
Viewfromnorthendofthethirdlevel,LSB.PhotobySavannaSorensen.
12. Kevin J WorthenBy Ashley Holmes
PhotobyMarkPhilbrick.
12 ■ BYU College of Life Sciences
On May 1, 2014, Kevin J Worthen official-
ly became the 13th president of Brigham
Young University. Worthen’s LDS Church
service began with a mission to Monterrey,
Mexico, but it certainly did not end there.1
He has since served as a seminary instruc-
tor, high councilor, bishop, and stake pres-
ident, and he currently serves as an Area
Seventy.
Worthen is a Utah native, born in Dra-
gerton (now East Carbon-Sunnyside) and
raised in Price. He remained in Utah for
his collegiate studies, first earning an as-
sociate degree from the College of Eastern
Utah (now USU Eastern), and then coming
to BYU to earn a B.A. in political science,
followed by a J.D. from the J. Reuben Clark
Law School, graduating summa cum laude
with both of his latter degrees.2
Soon after graduating, Worthen served
as a law clerk to Judge Malcolm R. Wilkey
of the U.S. Court of Appeals for the D.C.
Circuit and Justice Bryon R. White of the
U.S. Supreme Court. He then practiced law
for three years in Phoenix, Arizona, before
returning to his alma mater to serve first
as a professor and later as dean of the law
school. Most recently, he has been BYU's
advancement vice president, with respon-
sibilities ranging from university relations
to philanthropies.
Worthen enjoys spending his free time
with his wife, Peggy. Together they have
two sons and one daughter, as well as one
grandchild. Worthen also loves basket-
ball, and has spent time as spectator, team
member, cocaptain, and even coach.3
President Worthen says that the growth
and improvement he would like to see
during his tenure is “not measured in the
number of buildings or size of the student
body, but in the quality and breadth of ed-
ucation the students receive in their time
here.” He hopes that students will seek to
follow the aims of a BYU education and
“grow spiritually, intellectually, and in
strengthofcharacter”whiletheyareatBYU.
_________
1. Jannalee Rosner and Jenny Spencer, “7 Fun Facts
about BYU’s New President, Kevin J Worthen,” LDS
Living, March 11, 2014.
2. Tad Walch, "New BYU President: Kevin Worthen
to Replace Cecil Samuelson," Deseret News, March
11, 2014.
3. Jannalee Rosner and Jenny Spencer, “7 Fun Facts
about BYU’s New President, Kevin J Worthen,” LDS
Living, March 11, 2014.
StudentsattendclassintheLifeSciencesBuilding.PhotobyJarenWilkey.
13. By Emily Ellsworth
Rich Robison
Dr. Richard Robison is a Provo, Utah na-
tive. He earned his B.S., M.S., and Ph.D. in
microbiology from Brigham Young Univer-
sity, though he was also enrolled in a Ph.D.
program in Wisconsin. He has worked in
clinical research and microbiology capaci-
ties since 1980. He was the associate direc-
tor of Biological Sciences at Clinical Re-
search Associates, and a microbiologist at
Microbiological Development and Control.
Robison is a key player in BYU’s cutting
edge research in the Microbiology & Mo-
lecular Biology Department. He and the
MMBio faculty have made significant ad-
vances in diagnostics and treatment for
many diseases. With his specialty in bacteri-
al pathogenesis, Robison finds this emphasis
particularly challenging and exciting. “The
advances in genomics and our understand-
ing of molecular processes are driving sig-
nificant discoveries in diagnostics and thera-
peutics for many different diseases,” he said.
He also supports graduate and undergrad-
uate research, and would like to see those
programs expanded. “I am a big proponent
of involving students in research,” Robison
said. “I see our students, both undergradu-
ate and graduate, playing a major role in this
growth.” MMBio is accelerating research in
many areas, including various molecular
mechanisms in cells, environmental micro-
biology, disease processes initiated by bacte-
ria, viruses, protozoa and helminthes, cancer
biology, diagnostics and therapeutics, and
how the immune system works in health and
disease. According to Robison, “The three
majors we have in MMBio will benefit from
these research programs and change with
the advancements in these exciting fields.”
Robison and his wife, Lisa, have five boys,
three of whom are married. One of their
sons plays basketball for Utah Valley Uni-
versity, and the youngest son is currently
serving an LDS mission in the Philippines.
The Robisons are grandparents to five
grandsons and one granddaughter. When
he’s not working at BYU, Robison enjoys
motorcycles and woodworking, especially
woodturning.
Liz Gibbons Bailey Biology
New Faculty
Fall 2014 ■ 13
New MMBio Chair
Dr. Liz Gibbons Bailey received her Ph.D. in physiology & developmental biology from Brigham Young
University. Her dissertation examined changes in the biophysical properties of the plasma membrane
during apoptosis. As a graduate student, she was also able to participate in education research and studied
the learning gains achieved when frequent formative assessments are used instead of large midterm exams.
After receiving her degree, she taught as an adjunct instructor at BYU (PDBio 120 and PDBio 360) and at
Salt Lake Community College (introductory human biology for nonmajors and physiology courses). She
is excited to join the Biology Department as full-time visiting faculty this semester, focusing on Biology
Science Education. Her main teaching assignment is Bio 100 where she will continue to research effective
teaching strategies.
Bailey was born and raised in Holladay, Utah. Her husband is getting his Ph.D. in Counseling Psychology
here at BYU, so they love commuting to campus together. She loves the piano, books, people, the outdoors,
dancing, Tetris, and Excel spreadsheets.
14. Dr. Robert Chaney’s education has taken him across the United States. He earned a B.S. in microbiology
from Washington State University, an M.S. in statistics from West Virginia University, and an M.S. and
Ph.D. in health education from the University of Cincinnati. Before coming to Brigham Young University,
Chaney worked with local community health organizations to address regional issues such as adolescent
drug use. He also built coalition capacity for data management, analysis, and geographic information
system (GIS) mapping and involved students in service-learning projects. Chaney worked for two years
at the UC Center for the Enhancement of Teaching and Learning while earning his Ph.D. He says, “I am
passionate about student learning and professional student development.” Chaney’s research focuses on
the safety of urban bicycle riding and the identification of communities at risk for adolescent drug use.
His cycling research could be considered his hobby since he loves racing cyclocross and mountain biking
outdoors. He married his wife, Lindsay, six years ago in the Portland Oregon Temple. Lindsay has a Ph.D.
and is an evolutionary ecologist. They have an active two-and-a-half-year-old son.
Robert Chaney Health Science
Dr. John Chaston grew up in Somersworth, New Hampshire, and began his post-secondary education at
the University of New Hampshire. He finished his B.S. in microbiology from Brigham Young University,
and earned a Ph.D. in microbiology from the University of Wisconsin-Madison. His most recent work
experience has been at Cornell University doing post-doctorate work in the Department of Entomology.
Chaston researches beneficial bacteria and the role they play in nearly all aspects of human health. He
aims to identify the bacterial genes that shape human health and describe how these genes accomplish this.
“I'm fascinated that many complex effects on animal health are conferred by only one or a few bacterial
genes,” Chaston said. “I also find it stunning that bacteria, which have largely been studied as agents of dis-
ease in medicine, have such strong effects on virtually every aspect of our healthy behavior and physiology.”
Chaston and his wife, Sheena, have two daughters.
John Chaston Plant & Wildlife Sciences
14 ■ BYU College of Life Sciences
New Faculty
Sarah Gunnell Bellini Nutrition, Dietetics & Food Science
Dr. Sarah Gunnell Bellini was raised in Soda Springs, Idaho, and graduated from the University of Idaho
in the Coordinated Program of Dietetics. She completed her master's degree in nutrition at Utah State
University, studying percutaneous endoscopic gastrostomy tube placement in persons with cystic fibrosis.
She worked at Primary Children’s Medical Center in Salt Lake City, Utah, as a clinical dietitian and clini-
cal nutrition manager for eleven years. While working at Primary Children’s Medical Center, she earned
a Ph.D. from Utah State University. For her dissertation, she studied the integration of nutrition edu-
cation into English as a Second Language classes for recently resettled refugees. She spent the last three
years as an assistant professor at University of Wisconsin-Stevens Point.
Bellini’s research interests include identifying and assessing malnutrition, nutrition education, pediatric
nutrition, and clinical nutrition management. She married Amauri Bellini in June 2014. She is excited to
be back in the mountains and enjoys outdoor adventures.
15. Dr. Jason Hansen graduated from Brigham Young University with a B.S. in zoology-human biology and an
M.S. in zoology. He attended the School of Public Health at the University of Michigan and received a Ph.D.
in toxicology. His most recent employment was as an assistant professor in the Department of Pediatrics at
Emory University. Hansen’s research focuses on birth defects, particularly how the environment and phar-
maceutical chemicals effect embryonic development. Hansen says that one in every 33 births occurs with
a defect, with these defects accounting for the majority of child deaths occurring within the first month of
life. “I felt that these statistics were unacceptable,” he said. “Moreover, I felt that not enough was being done
to really understand by which mechanisms the birth defects were caused.”
As a new faculty member at BYU, Hansen hopes to contribute his knowledge of toxicology to the robust
research projects already taking place in the Physiology & Developmental Biology Department. “I would
hope that after students leave interactions with me, they will see how the things they have learned could
affect the world around them,” Hansen says.
Jason Hansen Physiology & Developmental Biology
Fall 2014 ■ 15
Jason Kenealey Nutrition, Dietetics & Food Science
Dr. Jason Kenealey grew up in Kirkland, Washington, and received a B.S. from Brigham Young University in
biochemistry. He then earned a Ph.D. from the University of Wisconsin-Madison in biomolecular chemis-
try. Most recently, he has been doing post-doctoral work at the National Eye Institute. Kenealey is passionate
about science’s ability to reveal truth. His work focuses on identifying novel chemotherapeutics found in
nature and determining how they work. His research invokes a minimalist approach to difficult issues such
as cancer treatment. When asked what he hopes students will take away from their interactions with him,
Kenealey said, “I would like to follow the example of my excellent mentors and instill in [my students] a
curiosity about how the world works and [how to] utilize the power of the scientific method. I would like
students to learn the necessity for honesty and scientific rigor in research and the classroom.”
He is married to his college sweetheart, Liz, and they have four children.
Stephen Piccolo Biology
Dr. Stephen Piccolo is a Provo, Utah native. He completed his undergraduate degree at Brigham Young
University in management information systems and then worked for five years as a programmer/analyst
for Intel Corporation in Chandler, Arizona. Piccolo received his Ph.D. in biomedical informatics from the
University of Utah. His research focused on using machine-learning methods to analyze cancer-genomics
data. He completed his postdoctoral work jointly with the University of Utah and Boston University School
of Medicine where he researched the genetics of breast cancer and developed techniques for analyzing
large biomedical data sets. He is thrilled to be at BYU in the Department of Biology where his experience
will contribute to the bioinformatics program.
Piccolo and his wife, Laurel, have four children. In his spare time, Piccolo enjoys playing sports, biking,
and running. He has completed seven marathons. He also enjoys spending time with his family, reading
(mostly nonfiction), and writing computer programs.
New Faculty
