Areas of Specialization
Establishment and maintenance of cell shape, cell biology, molecular biology and genetics
Scholarly and Professional Achievements
Associate Dean for Academic Affairs, Carroll University, 2001-2003
Associate Professor of Biology, Carroll University, 2000-present
Director of New Visions: Supporting Women as Scientists. This 3M Corporation funded program employs women science majors to develop and implement hands-on, investigatory experiments for 5th and 6th grade classrooms, 1995-2002
Assistant Professor of Biology, Carroll University, 1994-2000
Boyd, J.S., M. M. Gray, M. D. Thompson, C. J. Horst, and C. L. Dieckmann, 2011. The Daughter Four-Membered Microtubule Rootlet Determines Anterior–Posterior Positioning of the Eyespot in Chlamydomonas reinhardtii. Cytoskeleton 68:459–469.
Lewis, S.E., L.Conley and C. Horst, 2003. Structuring Research Opportunities for All Biology Majors, Bioscene. 29:9-14.
Horst, C.J., D.J. Fishkind, G.J. Pazour and G.B. Witman, 1999. An insertional mutant of Chlamydomonas reinhardtii with defective microtubule positioning. Cell Motil. Cytoskel. 44:143-154.
Horst, C.J. and G.B. Witman, 1995. Reactivation of Chlamydomonas Cell Models. In: Methods in Cell Biology. Cilia and Flagella. Ed. W. Dentler. Academic Press. pp 207-210.
Presentations at Professional Meetings
Haven, M. C., A. L. Ambrose, C. J. Horst, 2011. Genetic and physical characterization of Chlamydomonas reinhardtii mutant strain cmu1-1. American Society for Cell Biology Annual Meeting. Denver, CO.
Horst, C.J. 2010. Chlamydomonas reinhardtii cmu1-1 (cytoplasmic microtubules unorganized) mutant strain shows altered sensitivity to microtubule-stabilizing and microtubule-destabilizing drugs. American Society for Cell Biology Annual Meeting. Philadelphia, PA.
*Abbasi, I and C. Horst, 2010. Timing of Hatching and Flagellar Resorption in Chlamydomonas reinhardtii and cmu1-1. Beta Beta Beta National Biological Honor Society Biannual meeting, Durango, CO.
Runnoe, A., N. Robinson and C.J. Horst, 2010. Comparing susceptibility of wild-type Chlamydomonas reinhardtii and mutant cmu1-1 cells to the microtubule-stabilizing drug taxol. Beta Beta Beta National Biological Honor Society Biannual meeting, Durango, CO.
Klimek, A. and C. J. Horst, 2009. Growth rate is reduced and optical density increased in Chlamydomonas reinhardtii microtubule-organization mutant strain cmu1-1 . American Society for Cell Biology Annual Meeting. San Diego, CA.
Roever, K. and C.J. Horst, 2008, Microarray Analysis used to Identify Gene Deleted by Insertional Mutagenesis in the Chlamydomonas reinhardtii mutant strain cmu1-1. National Beta Beta Beta Biological Honor Society Biannual Meeting.
Horst, C., 2006. "From Cob to Corporation:" A Seemingly Simple Genetics Laboratory that Requires Complex Problem Solving. Association of College and University Biology Educators, Milliken University, Decatur, IL
Horst, C. and S, Lewis, 2006. Enhancing Student Learning by Creating a Monitored Core Curriculum Coupled to Faculty Development. Project Kaleidoscope National Assembly, Chicago, IL
Horst, C. and S, Lewis, 2006. Research for all Students. Project Kaleidoscope National Assembly, Chicago, IL
27 presentations while at Carroll University, 16 have included student authors. Bold indicates student author; * indicates won award.
What is your teaching style?
Science courses are widely known for presenting students with a barrage of facts and definitions to memorize-much of which is soon forgotten. Rather than simply presenting information, my goal is for students to engage with biology in a way that fosters integration of new information and provides opportunities for students to practice application of knowledge.
Why do you do what you do?
I think biology is fascinating. Being able to share that love on a daily bases is a dream come true. Because our understanding of the biological world is ever changing, I get to continually explore those changes and seek innovative ways of weaving new concepts into the classroom. Although engaging with groups of students in a classroom is a major part of my job, some of the best moments come during one-on-one interactions when a student is struggling with a concept and suddenly reaches that ah ha moment when they say “I get it”.
How do you make learning engaging?
I strive to provide multiple approaches for students to learn. These approaches vary significantly between 100 level courses where we are building a base of knowledge and skills necessary to be successful in college and 400 level courses where we are struggling with complex biological concepts and the skills necessary for graduate school and the workforce. I use layered assessment so students can continually gauge their progress. In introductory courses, I incorporate “clicker” questions during class, allowing me to assess student understanding before proceeding to another topic, and frequent quizzes that students take both individually and in groups, allowing students to assess their progress as well as peer educate. In upper level courses, I employ assignments that parallel what students will be asked to do in graduate programs and the workforce such as group projects and in-depth student-led presentations.
What should students know about you?
I came to Carroll because I wanted to teach at a liberal arts school where I could get to know my students, where they would learn not only the mysteries of biology but be encouraged to be curious about all life has to offer, from cell biology to philosophy and culture. Although Carroll has evolved over the years, and students have changed over the years, I am ever encouraged by Carroll’s ability to maintain those core values and student’s enthusiasm to embrace them.