Advising and Career Center Information

List of faculty advising areas    Career Center    Kirksville's Chapter of Sigma Xi

Career Information written by Truman faculty:

Botany     Dentistry  Industry    Marine Science    Medical Technology    Medicine    Natural Resources/Conservation    Science Education    University Research/Teaching     Veterinary Medicine  

Plants are critical components of the living world and essential to our everyday lives. Plants provide food, medicine, shelter, and the precious oxygen that we breathe. Given their direct and multifaceted impact, it is no wonder that there are numerous career opportunities involving plants and/or their by-products. For example, botanists can enter careers in microbiology, molecular biology, biotechnology, physiology, or genetics. Those interested in whole plants, populations, and/or ecosystems can pursue careers in such areas as ecology, systematics, environmental sciences, natural resource management, agriculture, ethnobotany, paleobotany, evolutionary biology, and plant pathology.

Jobs for botanists can be found in both the public and private sectors. Research and teaching positions are available at universities and colleges throughout the world. Many private biotechnology, pharmaceutical, and medical firms hire botanists, as do governmental agencies involved in medical or agricultural research. Many private firms need botanical environmental degradation, there are opportunities for botanists at conservation organizations such as the Nature Conservancy, as well as at state and national parks and forests. Finally, botanists are needed at the many herbaria, botanical gardens, and arboreta worldwide.

At Truman State University, we offer a number of courses that can prepare you for a career in Botany. You can take courses that focus on plant structure, function, evolution, diversity, physiology, taxonomy, and ecology. We encourage you to sample these courses, and to consider botany as a lifelong adventure. Even if you do not become a professional botanist, you will benefit from a deeper understanding of the plants around you, and of the possibilities to involve plants and plant products in career opportunities.

As a student interested in dentistry, the following items should be considered as you prepare for a career:

As a biology major, you will need to take all the required courses for either the B.A. or B.S. in Biology.

In preparation for running a business once you become a dentist, you might find it helps to select elective courses from the Business Division (Accounting, Principles of Management, etc.).

Become involved in a few extra curricular activities. For example, the Pre-dental Club, Tri Beta, or other service/social organizations.

Maintain the highest G.P.A. you can. Dental schools are very competitive.

It is advantageous for you to have actual experience working in a dentist's office. If you are fortunate to acquire a job that will pay you, great! However, if not, you should volunteer to assist a dentist in order to gain the experience.

Contact the admissions office of several dental schools and make arrangements to visit them. This can help you decide which school you would like to attend plus the admissions personnel have the opportunity to become acquainted with you. More information about Dental Schools can be found at www.adea.org.

The dental schools are interested in individuals that have a well rounded education both in and outside the classroom. If you have further questions, contact the pre-dental advisor, Dr. Michael Lockhart, 785-4614, MG 3030, or contact him by email at mlockhar@truman.edu.

Fifteen to twenty years ago the complexion of industrial science opportunities was quite different from today. At that time industry was experiencing its “Golden Age of Chemistry.” Employers, such as Monsanto and Pharmacia, were largely hiring people who had strong chemistry backgrounds. Truman Biology students had a distinct advantage in being hired for such positions owing to the rigorous standards set (and continue to be upheld) in our chemistry requirements for the biology degree. In addition, our students performed well in these positions since their strong background in biology interfaced well with the product development goals of the research and development programs of these companies.

With the advent of the complete sequencing of the genomes from several model organisms, as well as the human and rice genomic sequences, industry has entered into a “Golden Age of Biology.” The major emphasis of much of the industrial sector is now devoted to science that can be termed “biotechnology.” Biotechnology can be defined as the use of an organism, or a biological product, in an industrial or pharmaceutical process. The Truman biology graduate is well prepared to find employment in this exciting industrial atmosphere. The Biology core courses at Truman are particularly strong in the areas of cellular and molecular biology and a wide selection of electives support this core. Importantly, the investigative research experiences available to Truman students help to develop their problem solving skills, which are important skills to succeed in industry.

Careers in industry can be broadly broken down into two levels: 1) The group leader who would typically have earned a PhD degree, and 2) the technician who would typically have earned a Bachelors of Science (or Arts) degree or a Masters of Science degree. The group leader would be the scientist who envisions the experiments and orchestrates the execution of the experiments. This person would direct the research of several technicians who actually carry out the experiments. The group leader would also communicate the results of the research either in the form of submissions to peer-reviewed journals, presentation at professional meetings or in the development of patent applications. The technician is the individual who works at the lab bench (or computer station) running the experiments designed by the group leader. The technician is the backbone of the industrial lab. As they gain experience a technician will be given greater and greater responsibilities, often helping to design experiments and assist in analyzing and interpreting the data they collect.

As with any career there are positives and negatives related to working in industry. The industrial group leader has the benefit of readily available funds for their research; that is, they do not have to compete for federal grants to fund their research. On the other hand the group leader will lead the research in directions that are of interest to the company, not necessarily in those directions that are of intellectual curiosity to the scientist. The technician has a position that has defined hours; that is, they can leave their work at work. Many technicians value this aspect of their career as it provides them with quality time to pursue interests outside of their professional life. In general industrial jobs have excellent benefits. However, job security is an issue as reorganizations, downsizing and other corporate changes can result in transfers to different labs (not necessarily a bad thing), different job locations or even the loss of a position.

In conclusion, the industrial opportunities for Truman biology graduates are very exciting. Our goals are to continue to equip students to be leaders in their chosen careers.

Marine science, the study of aquatic animals, plants, microbes and their ocean environments, offers exciting career opportunities.

Marine science can be divided into two parts, Oceanography and Marine Biology. Oceanography is the study of the physical, chemical and biological composition to the ocean particularly the open water. Marine Biology deals with the plants, animals and microbes, particularly life on the sea floor. Both fields gather information through observation, detailed surveys, experimentation and computer modeling. The information obtained has practical and theoretical applications, for it is through the study of marine science that we can better understand and manage the resources in oceanic environments.

A bachelor's degree is required for a beginning position in marine science. Marine science positions are available to majors such as physics, chemistry, biology or geology. A bachelor's degree, however, may only qualify you for a position with limited career and salary opportunities in marine science. For practical purposes one should achieve a master's degree or Ph.D. Many schools offer courses in marine science-related subjects but some of the best include:

Louisiana State University
Scripps Institution of Oceanography
Texas A&M
University of California, Davis
University of California, Santa Barbara
University of Miami
University of South Carolina
University of Washington
Woods Hole Oceanographic Institution

*Most schools with a Ph.D. program in zoology or botany have faculty who study marine organisms. Graduate students attending those schools receive degrees in zoology, botany, or other disciplines but have emphasized marine organisms in their research. Few, if any schools, offer a degree in marine biology, as such. In addition to a bachelor's degree, field research, laboratory work and summer internships that relate to marine biology are extremely helpful in gaining entrance to graduate school or to career employment. Graduate work is required for most openings in research as well as in teaching. Knowledge of scuba diving and underwater photography may also be helpful. Both of these skills can often be acquired during your graduate school experience.

Once one receives a graduate degree in a marine science-related area, an entry position may be found either with a corporation, a federal or state government agency or a college or university. Competition for these jobs is stiff. A recent survey indicated that approximately 40 percent of successful job applicants in marine science work in colleges or universities. Another 40 percent found employment with federal agencies. The balance of the successful job applicants accepted positions in industry, consulting and state or local government. College placement offices, professors and federal job information centers are all potential sources fore identifying open positions.

Starting salaries for entry positions in the federal government, in the late 1980's, ranged from $14,400 to $17,000 per year, with a bachelor's degree; $21,800 with a master's degree; and $26,400 with a Ph.D. Salaries for college teaching positions will depend on rank and experience, and will vary somewhat with region and with the type and size of the university. Many college professors will supplement their income by giving special lectures, writing articles and taking photographs.

The following United States Government agencies employ marine biologists:

• Department of the Interior
• U.S. Fish and Wildlife Service
• Heritage Conservation and Recreation Service
• Bureau of Reclamation
• Naval Oceanographic Office
• Department of Commerce
• National Oceanographic and Atmospheric Admin.
• Department of Agriculture
• Farmers Home Administration
• Forest Service
• Soil Conservation Service
• State Department
• Bureau of Oceans and International

Medical technologists and clinical laboratory scientists most often work in hospital laboratories, but they may also be employed at independent laboratories, clinics, nursing homes, public health facilities, or industrial settings. They perform a full range of laboratory tests including various tests on blood, serum, urine, feces, spinal fluid, sputum, and tissue samples which aid the physician in detecting and/or monitoring disease processes. In performing these tests, medical technologists utilize microscopes, computers, and complex electronic equipment. The medical technologist is not only responsible for running the equipment, but for maintaining it, and trouble-shooting when it breaks down. Medical technologists must be able to work quickly and accurately, and be able to confirm the accuracy of their results.

Students interested in medical technology careers typically complete a bachelor's (B.A. or B.S.) degree in biology and a year of clinical training at a hospital-based school of medical technology. At the end of their hospital-based training, medical technologists take a certifying exam administered by the Board of Registry of the American Society of Clinical Pathologists. In order to quality for entrance to a school of medical technology, an undergraduate student must complete, as part of their degree requirements, a course in Microbiology (Biology 304) and Immunology (Biology 520). Courses which supplement the background in biology and are highly recommended include: Medical Microbiology (Biology 404), Quantitative Analysis (Chemistry 222), Parasitology (Biology 518), and Biochemistry (Chemistry 421). Each fall semester Biology 248/249/250, Pre-Medical Technology Seminar, is offered and is also highly recommended for pre-medical technology students. Examples of seminar activities include field trips to a clinical laboratory, and insight from invited speakers in the field of medical technology. Although no particular work experience is necessary, many of our students have found the experience of working as phlebotomists (blood drawers) in local hospitals, or student assistants in our Microbiology student laboratory to be helpful.

The job outlook for medical technologists is bright, even into the next century. There are more positions open throughout the country than there are qualified people to fill them. Many of our former students have used working as a medical technologist as a springboard to others jobs and professions. Some of our former students are now sales or technical representatives for companies that market instruments or supplies for hospitals, whereas others work in research laboratories at universities such as Washington University, or industries such as Monsanto. Other alumni have gone on to medical school and are now practicing physicians.

A Brief Guide for Truman Pre-Medical Students-for additional information please visit Truman's pre-medicine informational website.

(This information from Truman State AMSA).

Course Requirements
By the end of their junior year, prospective applicants should have completed the following virtually universal minimum requirements for American medical schools:

At least 90 semester hrs (3 years) of college work in an accredited institution, including:
2 Semesters (8 hr) of General Biology with lab (BIOL 107-108)
2 Semesters (8 hr) of General Chemistry with lab (CHEM 120-121)
2 Semesters (8 hr) of Organic Chemistry with lab (CHEM 329-330-331-332 or 333)
2 Semesters (8 hr) of General Physics with lab (PHYS 185-186)
2 Semesters (6 hr) of English Composition (designate Writing Enhanced Classes on application)

Some schools have additional requirements and "strong recommendations." For example, the University of Missouri-Columbia School of Medicine requires 6 hrs of advanced biology (beyond BIOL 107-108) and 2 semesters of College Algebra and Trigonometry (or calculus). Information and data about specific schools and their requirements, as well as other valuable advice about applying to medical schools may be found in Medical School Admissions Requirements United States and Canada, published by the Association of American Medical Colleges (AAMC). This book is available in the library and is available for purchase on-line a the AAMC website (http://www.aamc.org). Likewise, each year the American Association of Colleges of Osteopathic Medicine (AACOM) publishes a pamphlet entitled College Information for the Entering Class; this information is available online at the AACOM website (http://www.aacom.org).

Choosing a Major
Students are accepted into medical schools with a wide variety of academic backgrounds. No particular major is given preference, although the most common major is biology. In choosing a major, the rule is to follow your own interests. Ideally, the major should be one that will support an alternative career. Your choice may range from a concentrated science major, to health and exercise science, to a major in social sciences or the humanities. However, since so much of medicine is derived from a scientific basis, the student who majors in a nonscientific field and elects the minimum number of science courses must do well in them. The point to realize is that demonstrated ability in the sciences is of greater importance to admissions committees than the quantity of science course work taken.

When to Take the MCAT (Medical College Admission Test)
The MCAT, administered by AAMC, is given twice per academic year and is required for admission into nearly all medical colleges. Most students take the MCAT in April of their junior year or August before their senior year (or both). It is preferable to take the exam in April if possible, since taking the exam in only in August will delay the processing of your application by medical schools until the scores have been reported to them (some time in October). Applications, as well as information pertaining to the content and form of the exam, are available in the Science Division office and in the Assessment and Testing Office.

To do well on the MCAT, students should have completed, and reviewed the material covered in the required courses listed above before attempting this exam. It cannot be emphasized enough that students should prepare for this exam. Approximately 25,000-30,000 people take the MCAT each time it is administered. Your score on the MCAT is based upon how well you perform relative to the other people who have taken the same exam.

The average MCAT scores for Truman students who have been accepted into medical school from 1994-2001: Allopathic Medical Schools 29.2 ± 3.4; Osteopathic Medical Schools 24.7 ± 4.0. The average MCAT score for students not accepted into medical school for the same period of time: 23.7 ± 4.7.

When and How to Apply to Medical School
Generally, start applying once you have completed 90 credit hours or the equivalent of 75% of the hours needed for graduation. Usually this means during the summer (after June 1^st) just following the junior year. The American Medical College Application Service (AMCAS) is a non-profit, centralized application processing service for most American allopathic medical schools. Similarly, the American Association of' Colleges of Osteopathic Medicine Application Service (AACOMAS) will process applications for most American schools of osteopathic medicine. Some schools require applications and forms in addition to those provided by these services. The general deadlines for applying to these services are November 15 (AMCAS) and March 1 (AACOMAS); these dates, however, may be subject to change each year. Many students complete their applications during the summer prior to the senior year.

The application process to allopathic and osteopathic medical school is done on-line. Visit the AAMC web site to access the AMCAS application (http://www.aamc.org). Similarly, the AACOMAS application can be accessed through the AACOM site (http://www.aacom.org). It is important to complete your applications early in the applications process since medical schools have a rolling or a batch admissions policy; the earlier you apply the better your chances of being accepted since there are more available seats in the entering class.

Letters of Recommendation
Instructors, advisors, physicians, employers and others can act as references for students applying to medical school. You should ask 3-5 persons to provide confidential reference letters; of these, at least 2-3 should be science professors. First, seek their consent to evaluate you. Be prepared to supply them with copies of any information (transcript and/or biographical sketch listing extracurricular activities and/or personal statement) they may request. Letter writers should include the following in their letters:

• Extent and nature of their relationship with you
• Your academic performance and intellectual ability (intellectual keenness, depth of knowledge, originality, creativity, resourcefulness)
• Your motivation for a career in medicine
• Your ability to communicate with others (interpersonal relations, empathy, communication skills, leadership skills, ability to work well in a group)
• Your personality (maturity, emotional stability, judgment, self-confidence, independence, industry, dependability and responsibility)

At Truman there are two ways in which applicants to medical school can send their letters of reference.

• Students can request their letter writers to mail their letters directly to each of the individual medical schools. If students choose to do this, they should provide each of their letter writers with a list of schools to which they are applying, the address of the admissions office for each school, the deadline that the letter must be received, and mailing labels with the medical school address already typed on them.
• The second option is for letter writers to submit a copy (preferably electronic) of their letter to Luann Regagnon in the Science Division office. Each of the letters will be included in a single letter to be sent out to medical schools at the student's request. The individual letters of reference will not be edited except to correct spelling and grammatical errors. This editing is done by the Coordinator of Pre-Medical Student Advising, who will then sign this combined letter. (Please note that the Division of Health and Human Potential has a coordinated letter of reference service for its majors. Dr. Fontaine Piper signs off on those letters.)

Get the process started as soon as possible; do not count on being able to locate faculty during summer or other vacation periods. Remember that faculty and other prospective references are busy! As a general rule, requests for evaluations submitted later than six weeks prior to an application deadline cannot be guaranteed to arrive on time! Letters may be kept on file, by either the faculty member who writes the letter, or by the Science Division office, until they need to be sent to a medical school as part of an application. Please remember that medical schools are not interested in character reference letters, but in letters which can speak to the personal qualities listed above.

Extracurricular Activities
Work, volunteering in an appropriate health setting and independent research are viewed very favorably by admissions committees, and such opportunities should be sought out throughout a student's undergraduate career. Most medical schools require students to have demonstrated a desire to volunteer/work in a health care setting, or if opportunities are limited, to have performed a substantial amount of community service. You should get experience interacting with a number of physicians (with different areas of specialty) and interacting with patients.

Personal Statement
The most common topic to write about in a personal statement is your motivation for pursuing a career in medicine. This could include the influence that important people have had in your life and what you have learned from your work or extracurricular activities. You may wish to discuss any academic irregularities or below-average grades, but this should not be the sole topic of your essay. Allow yourself plenty of time to write and edit your essay; it should be perfect in regard to spelling and grammar. Try to get plenty of feedback from a variety of people, which means you should start the statement early (i.e., Spring semester of your Junior Year). Avoid just re-stating activities from other pages of your application. You should be describing what these activities had on you personally and on your decision to pursue a career in medicine.

To get started, try asking yourself the following questions: What is important about you? What three adjectives describe your suitability for studying medicine and how can you persuade your reader to conclude these about you? What experiences or events changed your life ... what happened, what was the impact? Why should the medical school accept you over other applicant? What will you contribute to the medical school and to the profession? Remember that the personal statement is the place in your application where you can describe your own unique features. It is a place to distinguish yourself from the other applicants.

Interviews
The purpose of the interview is for the applicant to project their own unique image and to gather information about the school. Representatives of the medical school will be assessing your personal characteristics (attitude, maturity, enthusiasm, etc.), clarifying/ confirming the applicant's image presented in the AMCAS/AACOMAS file and marketing the school. www.interviewfeedback.com

You should prepare for the interview by re-reading your AMCAS/AACOMAS application, keeping up with news about health care issues (i.e., Healthcare Systems (HMO, PPO, Single Payer System, etc.), euthanasia, abortion, AIDS, etc.), planning your appearance, and finding out the format of the interview (i.e., open file vs. closed file, one-on-one vs. other formats). It is important to display honesty, interest, and a sense of direction at the interview, and to answer questions to the best of your ability. You should expect to be nervous!

Be able to answer the following common interview questions:

• Tell me about yourself and the process that has led you to be interested in a career in medicine. I see from your AMCAS/AACOMAS file that you have had experience with ______, tell me about that.
• How would your best friend describe you to me?
• Describe your strengths and weaknesses.
• Why do you want to attend this school?
• Describe a difficult event in your life and how you dealt with it.
• How do you spend your free time?
• What medically related experiences have you had?
• What do you think are the pros and cons of managed care?
• Describe the kind of physician you want to be and what changes will you need to make in order to reach that goal.
• Tell me about yourself.
• Do you have any questions for me?

Medical School Acceptances

Overall Acceptance Rate
The overall rate of acceptances of Truman State University students and alumni into allopathic and osteopathic medical schools is greater than 74%. This success rate is almost double the current national acceptance rate. Approximately 60% of our students attend allopathic medical school and 40% attend osteopathic medical school.

Medical Schools to which Truman Students have been Accepted (1994-2001)
Allopathic Medical Schools:
Baylor College of Medicine (Houston, TX)
Boston University School of Medicine (Boston, MA)
Creighton University School of Medicine (Omaha, NE)
Dartmouth Medical School (Hanover, NH)
Georgetown University School of Medicine (Washington, DC)
Howard University College of Medicine (Washington, DC)
Loma Linda University School of Medicine (Loma Linda, CA)
Loyola University of Chicago Stritch School of Medicine (Maywood, IL)
Medical College of Ohio (Toledo, OH)
Medical College of Wisconsin (Milwaukee, WI)
Morehouse School of Medicine (Atlanta, GA)
New York Medical College (Valhalla, NY)
Northwestern University Medical School (Chicago, IL)
Pennsylvania State University College of Medicine (Hershey, PA)
Rush Medical School (Chicago, IL)
Saint Louis University School of Medicine (St. Louis, MO)
Southern Illinois University (Springfield, IL)
Temple University School of Medicine (Philadelphia, PA)
Uniformed Services University of the Health Sciences (Bethesda, MD)
University of Arizona College of Medicine (Tuscon, AZ)
University of California at Los Angeles School of Medicine (Los Angeles, CA)
University of Chicago Pritzker School of Medicine (Chicago, IL)
University of Colorado School of Medicine (Denver, CO)
University of Illinois College of Medicine (Chicago, IL)
University of Iowa College of Medicine (Iowa City, IA)
University of Kansas School of Medicine (Kansas City, KS)
University of Louisville School of Medicine (Louisville, KY)
University of Michigan Medical School (Ann Arbor, MI)
University of Missouri at Columbia School of Medicine (Columbia, MO)
University of Nebraska School of Medicine (Omaha, NE)
University of New Mexico School of Medicine (Albuquerque, NM)
University of Texas, Medical College at Houston (Houston, TX)
University of Texas, Medical College at San Antonio (San Antonio, TX)
University of Texas, Southwestern Medical School (Dallas, TX)
Wake Forest University School of Medicine (Winston-Salem, NC)
Washington University School of Medicine (St. Louis, MO)
Wayne State University School of Medicine (Detroit, MI)

Osteopathic Medical Schools
Arizona College of Osteopathic Medicine (Glendale, AZ)
Chicago College of Osteopathic Medicine (Downers Grove, IL)
Des Moines University - Osteopathic Medical Center (Des Moines, IA)
Kirksville College of Osteopathic Medicine (Kirksville, MO)
Michigan State University College of Osteopathic Medicine (East Lansing, MI)
Ohio University College of Osteopathic Medicine (Athens, OH)
Oklahoma State University College of Osteopathic Medicine (Tulsa, OK)
Pikeville College School of Osteopathic Medicine (Pikeville, KY)
Touro University College of Osteopathic Medicine (Mare Island, CA)
The University of Health Sciences-College of Osteopathic Medicine (Kansas City, MO)
Western University of the Health Sciences/College of Osteopathic Medicine (Pomona, CA)

GPA and MCAT Scores of Truman Students accepted into selected Medical Schools (1994-2001)
 

Allopathic Medical School	n	Overall GPA ± SD	MCAT ± SD
University of Iowa	16	3.82 ± 0.20	31.8 ± 4.4
University of Kansas	5	3.72 ± 0.27	30.4 ± 4.3
Loyola University - Stritch	4	3.78 ± 0.27	27.3 ± 2.9
Medical College of Wisconsin	8	3.83 ± 0.14	29.9 ± 2.0
University of Nebraska	5	3.71 ± 0.29	28.3 ± 3.2
Northwestern University	3	3.66 ± 0.21	29.0 ± 6.0
Rush Medical School	7	3.57 ± 0.52	28.3 ± 2.1
Southern Illinois University	9	3.75 ± 0.18	26.7 ± 4.4
Saint George's University (Grenada)	2	3.48 ± 0.09	22.5 ± 5.0
Saint Louis University	24	3.78 ± 0.28	30.0 ± 3.6
University of Missouri at Columbia	63	3.79 ± 0.17	29.8 ± 3.6
University of Illinois	5	3.70 ± 0.37	28.4 ± 3.8
University of Texas at Houston	2	3.64 ± 0.11	27.0 ± 0.0
Wake Forest	2	3.87 ± 0.13	30.0 ± 1.0
Washington University at St. Louis	2	3.88 ± 0.07	36.0 ± 0.0
Osteopathic Medical Schools
CCOM (Downers Grove, IL)	2	3.49 ± 0.09	25.5 ± 2.1
DMU/COM (Des Moines)	3	3.48 ± 0.25	21.3 ± 3.0
UHS/COM (Kansas City)	9	3.35 ± 0.25	21.6 ± 4.0
KCOM (Kirksville)	69	3.44 ± 0.30	25.2 ± 3.7

 

Timetable of Important Dates

JUNIOR YEAR

November Through April:

• Begin review for MCAT. Register for a somewhat lighter spring course load so that you have time to study for the MCAT during the spring semester.

February or March:

• Register for spring MCAT.

April:

• Think about which medical schools to apply to.
• Request letters of recommendation.
• This is the suggested time to take MCAT.
• Get the AMCAS/AACOMAS application packet from Science Division Office.

May:

• Interpret MCAT scores and GPA with your academic advisor.
• Make first draft of AMCAS/AACOMAS essay.
• Send for medical school catalogs.
• Send transcripts to AMCAS and AACOMAS schools.

June:

• Revise and polish AMCAS/AACOMAS essay.
• Submit AMCAS/AACOMAS application at earliest allowed date.
• Register for August MCAT if scores were low and you feel you are now better prepared.

August:

• Inform Luann in the Division Office where to send your composite recommendation letter (if you choose to use such a letter).

 

SENIOR YEAR

September:

• Make sure that your applications are complete and that letters of recommendation have been received. Call to confirm if necessary.

December:

• Try to schedule interviews during Winter Break for convenience.

January:

• Fill out GAPSFAS form for financial aid.

• Send updated transcripts if requested by schools.

February and March:

• If you are wait-listed, send a letter expressing continued interest.

April Through August:

• Acceptance letters are still sent out during this time.
• Make sure medical schools can reach you or a family member by telephone at all times.

Although more information is due soon, you can check out jobs for the Missouri Department of Conservation at: http://mdc.mo.gov/about/jobs/.

(we also encourage you to visit the Division of Education's Master of Arts in Education (M.A.E.) Biology page)

The status of the teaching profession has changed dramatically within the last thirty years. At one time, it was thought that a teaching career was one that could be sought by anyone regardless of his or her academic credentials.  Today, we realize that teachers need to be the “smartest” and the “brightest” of the population and those for whom a teaching career is the first choice.

Research has demonstrated that academic achievement of students in science and mathematics is directly related to the depth of preparation of the teacher in the discipline taught.  In recognition of this, The No Child Left Behind Act requires all teachers to be “highly qualified” by the end of the 2005-2006 academic year.  To meet the highly qualified standard, teachers must hold an undergraduate baccalaureate degree and must have demonstrated their competency in the content area they teach.

The MAE program, designed in 1986, anticipated this new standard for teachers. The program was founded on the belief that teachers should have an in-depth knowledge of the discipline they are to teach. Consequently, everyone who is admitted to the MAE possesses a liberal arts undergraduate degree in their teaching subject area. The pedagogical skills of the teacher are developed at the graduate level and are based on “best practices” as identified by educational research.  This preparation results in extremely well-qualified teachers who know and understand the content they are teaching and who have the intellectual and pedagogical skills needed to reach their students.

Graduates of the MAE hold both undergraduate baccalaureate and graduate education degrees. This allows them more career options than those generally available to persons possessing bachelor of science in education (BSE) degrees.  In addition to public school positions, MAE graduates are qualified to be teachers at community colleges and as instructors at the university level in non-tenure track posts.  They may be employed as education specialists in business, industry, and in state and national government.  Holders of the MAE degree also find they are well-positioned to begin doctoral programs culminating in a Ph.D.

Biology majors at Truman State work closely with an advisor who is a Biology professor.  Biology majors who wish to pursue a teaching career by entering the MAE will take either a BA or BS degree in Biology.  With either degree they may choose to follow the option leading to the biology or the unified science certification.  The biology certification qualifies the holder to teach any biological course on the high school level.  The unified science certification allows the holder to teach any biology course as well as lower level chemistry and physical science courses. The latter certification is advantageous in that it qualifies a teacher for a wider variety of teaching positions.

Those who wish to pursue an undergraduate biology degree and then enter the MAE should follow the worksheets provided for each degree and certification option. Worksheets may be accessed at  http://education.truman.edu/MAE

 These worksheets include all coursework needed for the undergraduate biology degree/certification being pursued plus all courses needed for state certification and for admission into the MAE. Additional important information regarding the MAE requirements for field experiences and sequencing of pre-MAE courses may be found on line at here (as a pdf file).  Those undergraduates who anticipate entering the MAE should acquire the appropriate worksheet as soon as possible to review the courses and sequences with their advisors.   Dr. John Hoffmann, MAE Science Director, is available to consult with students and their advisors regarding the worksheets and admission requirements into the MAE program.  Dr. Hoffmann may be contacted at Hoffmann@truman.edu  or by telephone at (660)785-4685.

To teach and conduct research in a university is to enjoy an astonishing balance and richness in one's working life. On the one hand, there is the enormous privilege of being entrusted by society to be a scholar - to play a part in shaping and extending human understanding of the living world. On the other hand, there is the equally great privilege of being entrusted to further the education of a group of spirited and very talented young people. One is also granted a very considerable amount of autonomy in shaping one's work - within quite broad limits, one can study and teach as one best sees fit to do. To belong to the faculty of a good university is truly precious.

The work certainly has its challenges. The diversity of things that one is asked to do makes it difficult to specialize in any one of them. One must perform a very wide range of tasks reasonably well, and this is not easy to do while leading a fully-dimensioned life as a spouse, parent and member of one's community. Still, few university scholar/teachers leave the profession, and most of us are very appreciative of our work, in those all-too-rare moments when we pause to count our blessings.

So, how does one decide whether to pursue a career in a university? Certainly, one would do well to talk with faculty members about their work - start with your advisor, and your research mentor. Ask them what they like about their work, and what they would change if they could. Consider your own feelings about biology and teaching, which will be the twin focus of your work life as a faculty member. How deep is your passion for scholarship? You will need to pursue some reasonable independent research experience - how did that go? Have you worked as a teaching assistant, and how did that go? How will being a faculty member help you honor your fundamental ethics and values? Assuming that the answers to all of these questions point you towards university work, the next step is to plan to go to graduate school. The essential qualification for university teaching and research is the Ph.D. in biology or a closely-related field, of course. Below, some considerations about graduate training in biology are presented. Biology graduate school, like any intensive training, will demand commitment, devotion and sacrifice. Therefore, both the decision to attend graduate school, and the choice of school, deserve scrupulous consideration.

One important point: virtually no one pays their own way through biology graduate school. A wide variety of financial aid is offered by all graduate schools, generally in the form of grants ("fellowships") or teaching/research assistantships, which pay tuition and living expenses in return for part-time work. It is rarely necessary to borrow money to pay for biology graduate study.

So how should one prepare to become an attractive candidate for graduate school? Other than maintaining a reasonably high G.P.A. (>3.0), the single most important thing to do is to begin a research experience. Graduate schools believe that a sustained and serious research experience is strong evidence of a person's capacity for independent, self-motivated work ‹ an essential quality for successful graduate training. BIOL 441-443 provide academic credit for research experience, and several forms of financial support are available. All Biology faculty members welcome student participation in their research programs. Finally, your faculty research mentor(s) will provide your most credible and relevant letters of recommendation to graduate schools. Start research early - research attempts are usually like pancakes - you have to throw the first one away. To have a finished product to show to graduate schools as a senior, you should begin research in your sophomore year.

Later in your undergraduate career, prepare to apply to graduate school. Consider culminating your research experience with a formal presentation or paper. Prepare for the Graduate Record Exam in Biology (GRE) - a biology achievement test required by virtually all graduate schools. The GRE is not an aptitude test and you will greatly improve your score by reviewing your Biology core curriculum courses. Strong GRE scores will win you the more desirable forms of financial aid.

Most importantly, read, write and talk about your interests in biology. You must decide what subjects you will study, and who you will study it with. Talk to your advisor and Biology faculty who teach/research subjects that interest you; "browse" current journals at the library to see who is publishing research in interesting subjects, and where they are located. Talk to visiting seminar speakers. Finally, make a list of biologists who are doing work you find exciting - these persons are your potential graduate school advisers. Send these persons a letter introducing yourself, your interests and accomplishments. Request information about programs of study at their schools and their current research. Make follow-up contacts with those who respond encouragingly. Finally, make a short list of schools to apply to. It is very valuable to establish a relationship with your graduate school adviser before applying to the school. If you convinced your potential adviser that you are worth having around, your chances of admission and financial aid at the schools of your choice are greatly increased. Conversely, if no professor at a school is directly aware of your wonderful qualities before you apply, your chances of admission are modest at best.

The final step is to apply... Most of your work is already done - fill out the application forms and send them in. Application deadlines are often flexible, but deadlines for financial aid are frequently early‹January 1 is common for autumn admission. Generally, the GRE is taken in December of the senior year, at which time you should have decided where to apply and be ready to do so. Good luck!

There are some 55,000 veterinarians in the United States. Their practices range from solo endeavors in rural areas to teaching and research in the colleges of veterinary medicine. Some care for pets, others for livestock and still others care for exotic animals. All find interaction with human owners and colleagues a significant part of the practice of veterinary medicine. These professionals contribute to society by treating or preventing animal disease, improving the quality of the environment, ensuring the safety of foods, controlling diseases which can be transmitted from animals to humans and advancing medical knowledge.

Veterinary practice is licensed by each state. The D.V.M. (or V.M.D.) degree is awarded after four years of successful study at an accredited college of veterinary medicine. Graduate veterinarians apply for licenses in the state where they intend to set up practice. All states require satisfactory completion of the national board examination; most have other, additional requirements, including additional tests or interviews. Once licensed, a veterinarian may practice veterinary medicine.

Veterinary specialists are graduate veterinarians who have spent time in an internship. Such internships are usually one year in length. There are details of graduate internships that you may wish to investigate when at the veterinary college. In addition, veterinary residency programs are available for additional study in specializations such as internal medicine, surgery, cardiology, deratology, ophthalmology, exotic small animal medicine, pathology, neurology, radiology, anesthesiology, and oncology. Completion of these residency programs leads to certification by a veterinary specialty board. Some residencies include research and graduate study leading to a master's degree.

There are a number of things that one should consider in preparing for veterinary college:

1. Financing requires careful planning, development of good money management skills, willingness to make short-term sacrifices to achieve long-range goals and accuracy in completing application forms. You (and/or your family) will bear the primary responsibility for financing your veterinary education. Most students will seek employment during periods away from school, such as summer vacations or free blocks. Loan programs, based on need, are administered through a central university office of financial aid. Approximately three-quarters of the funds needed for veterinary education comes from government-subsidized loans. The Graduate and Professional School Financial Aid Service (GAPSFAS1), a moderate nine-month academic year budget cost-of living budget (not including tuition and fees, books, supplies, or special required purchases, such as a personal computer) would be $8,409 for a single person. A low budget would have been $5,646. Costs were approximately $700 higher in metropolitan areas than in non-metropolitan areas. Today (mid 1993), these estimates would be nearer $9,800, $6,500 and $800, respectively.

2. Two veterinary medical organizations may supply information if you have specific questions. These are:

American Veterinary Medical Association (AVMA)
1931 North Meacham Road, Suite 100
Schaumburg, Illinois 60173-4360
(800) 248-AVMA

Association of American Veterinary Medical Colleges (AAVMC)
1101 Vermont Avenue NW, Suite 710
Washington, D.C. 20005-3521

3. Dr. Kangas, Dr. Wehner and Dr. Marshall also have information available.

4. Most veterinary colleges use the Graduate Record Examination (GRE) as a part of their admissions evaluation. Some use the Medical College Admission Test (MCAT) or the Veterinary College Admission Test (VCAT). You will have to take one or more of these tests with sufficient lead time for the scores to be returned to the school(s) to which you will apply.

5. Applications are available for most veterinary colleges in the early autumn. Application deadline dates vary with schools, from November 1 into December or January. You will need to check with the schools you wish to apply to about applications fees.

6. Most state schools favor their residents in admissions. There are frequently agreements with neighboring states without schools for certain numbers of seats in each class. Quotas for other non-residents are also common. Specific information is available from the schools' publications or from Dr. Kangas, Dr. Wehner or Dr. Marshall.

7. All of the veterinary colleges have a list of prerequisites for admission. These are courses which must be completed prior to entering the veterinary college in the fall. Most colleges usually require from 60-90 hours of designated courses to complete. It is possible and not uncommon to apply and be accepted into veterinary school by completing the prerequisite courses, without obtaining a degree. The University of Missouri College of Veterinary Medicine requires that 60 hours of course work be completed. These courses are: English or Communication (6 hours), College Algebra or more advanced mathematics (3hours), Inorganic Chemistry (8 hours), Organic Chemistry, without lab (5 hours), Physics (5 hours), Biological Sciences (10 hours), Social Sciences or Humanities (10 hours), Animal or Human Nutrition (3 hours), Biochemistry (3 hours), and Electives (8 hours). However, many schools require the same courses but, for example, require 8 credit hours of Physics. Also, a few schools require classes such as Microbiology, Embryology, and Genetics. It is very important to know the current requirements of veterinary colleges you are applying to so that you can plan to complete them.

8. In addition to prerequisite courses, veterinary colleges like to see that you have had some veterinary experience. Such experience is acquired through an internship. Internships should give one an overview of the work of a veterinarian. Many schools require a letter of recommendation from a veterinarian. The internship helps one to become acquainted with a veterinarian and allows the veterinarian to know the student.

9. Many vet schools favor applicants who are not "narrow" in interests or preparation. Students who have taken volunteer service roles in their communities or who have worked in other areas may be considered ahead of applicants who have only completed a minimum of course work and pre-vet preparation. 1GAPSFASNews and Notes, November 1990, vol xii, no. 20.

10. As you consider this major consider that there are other options which may be equally or more attractive to you. Seek biology faculty to discuss through-out your career at TRUMAN. Good luck to you in finding your niche!
Truman State University Pre Vet Club