Donald G. Ruch, Ph.D.
Associate Professor

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• Mycology - ultrastructure, physiology and taxonomy of homobasidiomycetes (mushrooms)
• Electron Microscopy
• Botany (plant taxonomy and physiology)
• Occurrence of the glyoxylate cycle during basidiospore germination, using Schizophyllum as a model. Previously, I have demonstrated the ubiquity of the cycle in mushroom spores, and I have found that the difference in malate specific activity between dark spored and light spored gilled mushrooms is a taxonomic phenomenon and not due to phenolic contamination. Early work, however, was based on homogenates from dormant, non-germinated spores. I have assumed that if the cycle occurs in the dormant spore, than it must play a role in germination. This is at best, a weak assumption. Thus, I am attempting to demonstrate that the cycle does occur and plays a role in spore germination.
• Ultrastructural and selected cytochemical examination of the dormant basidiospore of homobasidiomycetes. Purpose: Using the fine structure of spores to confirm or establish taxonomic relationships among mushrooms. This is long term project. I am currently examining three species, Leucoagaricus naucinus, Gymnopilus flavidellus, and Suillus pictus.
• Ultrastructural examination of pleurocystidia of mushrooms. Purpose: To determine potential taxonomic value of pleurocystidia in mushroom systematics. This is a cooperative study with Dr. C. B. Wolfe, fungal taxonomist, The Pennsylvania State University, Mt. Altos Campus.
• Using RAPD-PCR DNA fingerprinting to elucidate the evolutionary relationships of the Suillus-Boletinus complex (Family Suillidae).
• Flora, vegetation, and fungal analysis of Ginn Woods, BSU, Delaware Co, IN. Cooperative study with Kem Badger. We are pursuing four lines of research:
  (1) Create a species list of vascular flora of Ginn Woods;
  (2) Describe the dominant herbaceous ground cover for the different habitats, including seasonal changes in dominance;
  (3) To determine the density, frequency and dominance of woody vegetation using the point-centered quarter technique;
  (4) To creating a list of mushroom associated with a mature beech-maple forest. Permanent records are being established in the BSU Herbarium.

External Grants Received:

1. Indiana Academy of Sciences -- $1,000.00
2. Partners for International Education and Training -- $800.00
3. Lexington-Fayette Urban County Government and the Friends of Raven Run, Inc. -- $2,500.00
4. George I. Alden Trust -- $75,000.00
5. Kline Foundation Grant -- $25,000.00
6. Kunkle Foundation Grant -- $30,000.00

Courses Currently Teaching

Principles of Biology I (BIO 111)
Problems of Life Systems (BIO 310)
Microtechniques (BIO 460/560)
Plants and Their Allies (BOT 460 /560)
Plant Physiology (BOT 451 /551)
Mycology (on demand)

Publications

Ruch, D.G.

1998. A Cookie Model for the Development of the Concept of Independent Assortment. American Biology Teacher.

1998. The Difference Between Malate Synthase Specific Activity of Light and Dark Spored Agarics is of Taxonomic Significance. Proceeding of the IAS.

1996. The Flora and Vegetation of Raven Run Nature Sanctuary, Fayette County, Kentucky. Proceedings of the Indiana Academy of Science. Volume 103. In Press.

1996. The Fine Structure and Selected Histochemistry of Ungerminated Basidiospores of Agrocybe acericola (Peck) Singer. Canadian Journal of Botany. In Press.

1996. The Fine Structure and Selected Cytochemistry of Ungerminated Basidiospores of Pluteus cervinus. Journal of the Pennsylvania Academy of Science 70(1). In Press.

1993 and Earlier

1993. Five Needles in a Fascicle. Selected Trees and Shrubs of the Transylvania University Campus. Magic Mushroom Press, Nicholasville, Kentucky. p. 80.

1991. Further evidence of the occurrence of the glyoxylate cycle in basidiospores of homobasidiomycetes. Journal of the Pennsylvania Academy of Science 65(3):123-126.

1991. Occurrence of the glyoxylate cycle in basidiospores of homobasidiomycetes. Mycologia 83(6):821-825.

1988. The fine structure of dormant basidiospores of Agaricus campestris. Canadian Journal of Botany 66:583-587.

1987. The ultrastructure and cytochemistry of dormant basidiospores of Psilocybe cubensis Singer. Mycologia 79:387-398.

Fine structure of Pluteus cervinus basidiospores. 71th Annual Meeting of the Pennsylvania Academy of Science, The Mountain Laurel Resort, White Haven, PA.

Fungicidal control of Septoria leaf spot of grape. 1995 Mid-Atlantic States Mycology Conference, Pennsylvania State University, University Park, PA.

Fine structure of Agrocybe acericola basidiospores. 1995 Mid-Atlantic States Mycology Conference, Pennsylvania State University, University Park, PA.

DNA fingerprinting to elucidate taxonomic relationships within mushrooms. Indiana Branch of the ASM, Clifty Inn, Clifty Falls State Park, IN.

The difference between malate synthase specific activity of light and dark spored agarics is apparently of taxonomic significance. 46th Annual Meeting of AIBS (Mycological Society of America), Town and County Hotel and Convention Center, San Diego, CA.

RAPD PCR to determine phylogenetic relationships between Boletinus and Suillus. 111th Annual Meeting of the Indiana Academy of Science, IUPUI, Indianapolis, IN.

Preliminary report on the flora of Ginn Woods. 111th Annual Meeting of the Indiana Academy of Science, IUPUI, Indianapolis, IN.

Disciplines such as biology and chemistry require students to develop an extensive base of factual knowledge. As a biology professor, it is part of my responsibility to help students develop this base of knowledge. However, I feel I should not simply present "facts" for them to "memorize and regurgitate," but I must also help students develop the ability to think critically, to make inquiry, to develop their observational skills, and the ability to apply known scientific facts to new and unfamiliar situations. Further, I need to help the student integrate their newly acquired biological knowledge in a practical manner. Finally, I should help the student, at least at a rudimentary level, to develop basic laboratory skills and research methods.

As a biology teacher I have always taken a somewhat interdisciplinary approach -- the same approach that has influenced my research. This not only impresses the students with the unity of biology, but also with the fact that biological phenomena can and perhaps should be viewed from several perspectives simultaneously: physiologically, structurally, developmentally, ecologically, and evolutionarily. Thus, whenever possible, my lectures will include the "why" as well as the "what" and the "how." I believe that this perspective and overview enhance teaching at any level.

In my lecture presentations, I believe that "a picture is worth a thousand words," so whenever possible, I use visual aids. This approach is useful for several reasons. First, it allows the student to visualize the structure or function being discussed. Second, the illustrations that I project have been obtained from many outside sources and are much more accurate than my drawings can be on the blackboard. Finally, the use of overheads saves valuable lecture time, since I do not have to draw the figures on the board. If the illustrations for overhead projections are not in the student textbook, I provide them with copies. To complement my lectures, I have written two laboratory manuals, one for botany lab and one for general biology lab. These manuals have been customized to reflect the philosophy of the biology instructor, and the available equipment and supplies.

I feel that students at all levels, even non-majors, should be made aware of the experimental and analytical basis for biological knowledge and understanding. Historical reviews of observations and experiments leading up to certain present understandings or models are often useful in this regard. Single well-chosen experiments can be the most directed and efficient way to accomplish this goal, and students can then be introduced to a variety of specific techniques and experimental designs.

Although lecture is an important component of any science course, I believe labs are equally important. Through lab, I can introduce students in a practical fashion to concepts and ideas that can only be imagined in lecture. The lab adds fulfillment to our courses; it adds the "missing link" of knowledge; it often demonstrated the practicality of the course to everyday life. This is why I have written the two laboratory manuals. Although a few of the lab exercises are "cookbook" in nature, they still help the student develop rudimentary laboratory skills and to understand the scientific method.

Another important component of science, necessary for student development, is field experience. Often biology is taught in a laboratory with preserved specimens, but I use living specimens when possible. I also take my classes on field trips whenever possible. From my personal experiences and from the experiences I have observed in my students, it is clear that no amount of lecturing or slide presentation can equal the first-hand-experience of such a trip.

Science technology and methodology are advancing at a phenomenal pace. Concurrent with the development of new technologies is the need for new basic equipment, which is often quite expensive. Without outside financial support, it is virtually impossible for small liberal arts colleges to acquire the necessary basic equipment to remain current. As a consequence, biology students receive a strong textbook and lecture-oriented, liberal arts education, but are limited in their laboratory exposure in elementary modern techniques. For this reason it is absolutely imperative that science professors write grant proposals to continually upgrade facilities.

In summary, I greatly enjoy teaching, preparing and delivering lectures, and interacting with students, and have made myself available to the students for discussion, individual help, and review sessions. I also try to help students "learn how to learn," and believe they emerge from my course with increased academic competence. It is very rewarding to observe students develop an active interest in analysis and understanding of biological phenomena and mechanisms. Finally, teaching biology has always been for me an important learning experience and a personally very fulfilling and creative activity.

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