Dr. Ross Anderson


Professor of Biochemistry
The Master's College

Biochemistry and Molecular Biology

Ph.D., Baylor College of Medicine
M.B.S., University of Colorado at Boulder
B.A., Austin College


  • Physiology I
  • Physiology II
  • Biochemistry
  • Genetics
  • Research in Biology
  • Molecular Biology
  • Senior Seminar
  • Developmental Biology
  • Guest Lecturer for Foundations of Science

Academic Interests

  • Design, synthesis, and expression of synthetic genes

Selected Publications

  • Pyrophosphorolytic dismutation of oligodeoxynucleotides by terminal    deoxynucleotidyltransferase, 1999, Nucleic Acids Research 27: 3190-3196.

From the Master's College website:
I am Ross S. Anderson, Ph.D. and I teach in the Biological and Physical Sciences Department of The Master’s College (TMC). I have been here for the past 14 years teaching Biochemistry, Molecular Biology, Genetics, Physiology and various other courses. I also teach the Physical Science course for the Center for Professional Studies (CPS).
My degree is in Biochemistry from Baylor College of Medicine, Houston, TX. My areas of research interest are protein structure-function studies, particularly for DNA polymerases, and expression of synthetic genes in bacterial hosts. Currently, my research students are examining expression levels of a synthetic human DNA polymerizing enzyme (protein). Former students designed the gene for expression in bacterial hosts using what is termed codon bias. Another set of students inserted the synthetic gene into another piece of DNA (an expression plasmid) and into bacteria and today we are examining expression levels of the protein. The long range goal is to amass enough of the purified protein to do x-ray crystallography and determine its 3-D structure and from there do site-directed mutagenic studies to identify the essential parts of the enzyme and how it does what it does−polymerize DNA.
When not teaching class or in the lab doing research, I present talks on various topics related to the creation-evolution debate. I usually present to small groups such as Sunday schools or fellowship groups, but occasionally do much larger audiences such as fill the pulpit.
On occasion I will lead a medical mission team of students to Africa in the summer. Students get their “hands wet” as it were; they participate directly in various surgical procedures as well as take medical histories of patients. The students are exposed to a wide variety of activities that are required for the proper administration of a hospital as well as exposed to the rigors of working on the mission field.
Prior to coming to TMC, I taught for a number of years in the Biology Department of a state university in Texas and at Baylor College of Medicine. The differences between TMC and the two other institutions are quite pronounced. However, one of the primary differences is that of academic freedom. At TMC there is much greater academic freedom in that we are able to teach the various views of origins, yet emphasize the biblical view. Thus students become educated not indoctrinated. We teach that faith is a necessary part of acceptance of the Bible as the word of God, but it is not a blind faith. We teach our students how to defend the hope within and to contend for the faith using both the Bible and science.
I have been blessed working here at TMC. My colleagues are some of the finest in their respective fields, and they have no reservations when it comes to sharing their faith with interested students. With regard to the subject of origins we all believe and defend the biblical creation model which is a recent young-earth created in six solar days about 6,000 years ago. We believe in a literal Adam and Eve, the fall when sin entered the creation and introduced pain, suffering and death into the creation and the global flood of Noah which was a judgment for rampant sin. In this regard it is also a blessing that the entire faculty, regardless of department, believe the same. This is an advantage to the Christian student in that they will not be taught different, and sometimes contradictory, “truths” from different departments; i.e., what they learn in one part of campus is reinforced in another class across campus. Students come out less confused about their faith and what they believe and better able to defend and contend for it.