King's College - Biology Department

UNDERGRADUATE CAREER PLANNING

DEVELOPMENT FOR THE LIFE SCIENCES AND HEALTH PROFESSIONS

A GUIDE FOR KING'S COLLEGE STUDENTS

PREPARED BY:

ROBERT A. PAOLETTI, PHD
PROFESSOR OF BIOLOGY & PRE-HEALTH PROFESSIONS ADVISOR

TABLE OF CONTENTS

A. INTRODUCTION

B. TIMETABLES FOR CAREER PLANNING AND DEVELOPMENT

C. SPECIFIC COMPONENTS OF CAREER PLANNING AND DEVELOPMENT

1. RESUME

2. EXTRACURRICULAR LEARNING EXPERIENCES-INTERNSHIPS, EXPERIENTIAL LEARNING & SHADOWING

3. APPLICATION PROCEDURES AND SERVICES

4. STANDARDIZED TESTS FOR ENTRANCE TO GRADUATE AND PROFESSIONAL SCHOOLS

5. PERSONAL STATEMENT (APPLICATION ESSAY)

6. LETTERS OF RECOMMENDATION

7. INTERVIEWS

8. INFORMATION MATERIALS

9. WEB SITES: HEALTH PROFESSIONS LINKS

10. ARTICULATION AND DUAL DEGREE AGREEMENTS WITH HEALTH PROFESSIONS SCHOOLS

11. POSTGRADUATE EDUCATION PROGRAMS FOR CAREER OPTIONS AND ALTERNATIVES

12. POST-BACCALAUREATE PROGRAMS

CAREER PLANNING AND DEVELOPMENT FOR THE LIFE SCIENCES AND HEALTH PROFESSIONS

A. INTRODUCTION
Postgraduate success, whether in graduate school, professional school or employment requires undergraduate students to: (1) gain adequate knowledge about specific careers to make informed decisions regarding career track choices,(2) select the appropriate academic course of study and perform at a level consistent with postgraduate aspirations and requirements, (3) participate in a variety of extracurricular activities that develop interpersonal, collaborative and communication skills, (4) seek and select research and/or internship opportunities that provide "real world" settings and experiences that extend and complement the academic component, and (5) perform at acceptable levels on standardized entrance tests. The contents of this guide are intended to provide suggestions, direction and assistance to students so they may recognize and develop the appropriate and necessary traits, skills and experiences needed to prepare for their specific careers.

The entire King's College community and associated student services are available to assist students; students must be motivated and take the responsibility to utilize them in a timely and effective manner.

This document provides guidelines primarily for Biology Majors and/or General Science Majors at King's College who wish to prepare for a career in the life sciences or health professions. Other majors may also find these guidelines applicable to their career plans. The guidelines are intended to provide a means by which the student can build a successful resume in order to be accepted into graduate programs in the life sciences, health professions programs or to gain employment. While King's College, and especially the Biology Department, can provide much assistance to students, it is the responsibility of the student to use the guidelines and seek additional information and assistance when needed. Students should make every effort to routinely meet with their Academic Advisor and the Pre-Health Professions Advisor in order to assure satisfactory progress toward career goals. Staff from the Office of Career Planning and Placement should also be consulted on a regular basis as they possess a wide variety of information about career opportunities as well as instructions for successful preparation for tasks required during the quest for a postgraduate career. It is especially important that the student pay close attention to timetables for all steps involved in career planning; it is often the case that failure to complete required tasks on time results in missed opportunities or causes a postponement of plans.

The King's College Student Handbook should be consulted on a regular basis as it contains information about, and locations of, all student programs and services.

Students are urged to visit the Career Resource Center for Life Sciences and Pre-Health Professions, located in the Office of Career Planning and Placement, lower level, Administration Building. The Biology Department works closely with the Office of Career Planning and Placement to provide all needed career advisement, planning and placement preparation services. The Center contains a wide variety of information about careers, professions, schools, programs, application procedures and a wide variety of other information regarding all aspects of the career planning and placement process in the form of print material, videotapes and CD-ROM's. In many instances, multiple copies of useful material will be located in the Career Resource Center for Life Sciences and Pre-Health Professions and in the office of the Pre-Health Professions Advisor. Both of these locations should be consulted for needed information.

The Pre-Health Professions Advisor, Dr. Robert Paoletti, whose office is in the Parente Life Sciences Center, Room P-311, also has print, videotape and CD-ROM material available for student use. Students should consult the Information Materials section of this document for specific items.

Individual faculty members will often be able to provide students, or direct students to information related to their specific area of professional expertise and share valuable insights into the necessary academic and other requirements needed for successful entry into a particular field of life science, medical profession or type of employment.

Current announcements about workshops, meetings, guest speakers, internships, postgraduate educational opportunities and employment are posted, as received, on Biology Department bulletin boards on the second and third floors of the Parente Life Sciences Center. Students should check these bulletin boards daily for information about such events or opportunities. In some cases announcements will be also be by campus mail and/or by campus email. Students should also check these daily. Students should make an effort to carry an appointment book/calendar and note dates, times and places of meetings or events that are important, as they are posted, in order to remember and integrate them into a comprehensive plan to insure attendance.

MAKING SURE YOU HAVE ACCESS TO ALL IMPORTANT AND PERTINENT INFORMATION RELATED TO YOUR OVERALL ACADEMIC AND CAREER PLANS, AND THEN ACTING ON IT IS YOUR KEY TO SUCCESS.

CURRICULUM PLANS
The two major curricular patterns which most students follow to prepare for a career in the life sciences or health professions are the Biology Major and the General Science Major. The major requirements for each of these majors follow:

I. BIOLOGY MAJOR REQUIREMENTS
MAJOR SEQUENCE REQUIREMENTS (15 COURSES -54 CREDITS)
BIOL 111 General Biology I with lab (4)
BIOL 112 General Biology II with lab (4)
BIOL 223 Genetics with lab (4)
BIOL 224 Biochemistry with lab (4)
BIOL 370 Seminar (Sophomore/Junior Diagnostic Project) (2)
BIOL 490 Biological Research (Senior Integrated Assessment) (4) total 22 credits
CHEM 113 General Chemistry I with lab (4)
CHEM 114 General Chemistry II with lab (4)
CHEM 241 Organic Chemistry I with lab (4)
CHEM 242 Organic Chemistry II with lab (4) total 16 credits
CARP 211 Career Planning I (1)
CARP 412 Career Planning II (1)

MATH 125 Calculus (4)
MATH 128 Introduction to Statistics and Data Analysis and
Applications to the Life Sciences (4) total 8 credits
PHYS 111 General Physics I with lab (4)
PHYS 112 General Physics II with lab (4) total 8 credits
Total Required Major Sequence Credits (54)

In addition to the Major Sequence requirements, a Biology Major must also complete 4 courses, at least one course from each of three sub discipline categories listed below. At least two of those courses, each from a different category, must include a laboratory component. For some courses, determined by the Instructor, the laboratory component must be taken concurrently with the lecture component. A course may be used to satisfy a single requirement in only one category even though the course may be cross-listed in another category.

CATEGORY I - MOLECULAR/CELLULAR BIOLOGY
BIOL 326 Immunology (4)
BIOL 330 Evolutionary Analysis & Bioinformatics (3)
BIOL 336 Cell Biology (4)
BIOL 450 Molecular Genetics (DNA Science) (4)
BIOL 451 Molecular Genetics (RNA Science) (4)
BIOL 453 Systems Biology (4)
BIOL 448 Microbiology (4)

CATEGORY II - ORGANISMAL BIOLOGY
BIOL 350 Vertebrate Embryology (4)
BIOL 355 Comparative Vertebrate Anatomy (4)
BIOL 360 Histology (4)
BIOL 430 Ecosystems Biology (4)
BIOL 447 Physiology (4)

CATEGORY III - POPULATION BIOLOGY
BIOL 310 Computer Modeling in Biology & Environmental Science (3)
BIOL 330 Evolutionary Analysis & Bioinformatics (3)
BIOL 401 Special Topics (3)
BIOL 430 Ecosystems Biology (4)

II. GENERAL SCIENCE MAJOR REQUIREMENTS
____BIO 111 General Biology I (4)
____BIO 112 General Biology II (4)
____CHEM 113 General Chemistry I (4)
____CHEM 114 General Chemistry II (4)
____PHYS 111 General Physics I (4)
____PHYS 112 General Physics II (4)
____CARP 211 Career Planning I (1)
____CARP 412 Career Planning II (1)

One of the following groups:
1.____MATH 125, Calculus (4)
____MATH 128, Introduction to Statistics Data Analysis and
Applications to Life Science (4)
Or:
2.____MATH 129, Analytic Geometry and Calculus I (4)
____MATH 130, Analytic Geometry and Calculus II (4)

The Sophomore/Junior Diagnostic Project and Senior Integrated Assessment in the area of chosen minor concentration, or in an alternative area, approved by the Chair of the Department of the area of minor concentration and by the Program Director

Select one of the following minor concentrations:
1) Biology
Four (4) Biology electives approved by the departmental advisor
____BIOL 370 Biology Seminar (2) S/JDP
____BIOL 490 Biological Research (4) SIA
Elective courses in Science and/or Math to accumulate a minimum of 60 credits in Science and Math.

2) Chemistry
____CHEM 241 Organic Chemistry I (4)
____CHEM 242 Organic Chemistry II (4)
____CHEM 243 Analytical Chemistry (4)
____CHEM 493, 494 Senior Colloquium (1, 1) SIA
One Chemistry elective, excluding Chem 197 and Chem 351
Elective courses in Science and/or Math to accumulate a minimum of 60 credits in Science and Math.

3) Mathematics
____MATH 127 Logic and Axiomatics (3)
____MATH 128 Introduction to Statistics and Data Analysis (4)
____MATH 129 Analytic Geometry and Calculus I (4)
____MATH 130 Analytic Geometry and Calculus II (4)
____MATH 250 Linear Algebra (4) SIA
____MATH 490 Junior Seminar (1) S/JDP
Elective courses in Science and/or Math to accumulate a minimum of 60 credits in Science and Math.

4) Neuroscience
____CORE 154 Psychological Foundations (3)
____NEUR 211 Neuroscience I (3)
____NEUR 212 Neuroscience II (3) S/JDP
____NEUR 310 Neuroscience Methods (3) SIA
____NEUR 480 Senior Seminar (3) SIA

Two of the following:
____NEUR/PSYC 342 Drugs and Behavior (3)
____NEUR/PSYC 346 Psychopharmacology (3)
____NEUR/PSYC 348 Sensation and Perception (3)
____NEUR/PSYC 349 Animal Behavior (4)
____NEUR 390 Topical Seminar in Neuroscience
Elective courses in Science and/or Math to accumulate a minimum of 60 credits in Science and Math.

5) Environmental Studies
____ENST 201 Environmental Studies I (4)
____ENST 202 Environmental Studies II (4)

One of the following:
____ENST 490 Independent Study in Environmental Issues (3)
____ENST 499 Environmental Internship (3)

Three of the following:
____CORE 265 Christian Environmental Ethics (3)
____ENST 200 Earth and Space Science (3)
____ECON 491 Economics of Women, Poverty, and the Environment (3)
____HCA 211 Principles of Epidemiology (3)
____ENST 452 Environmental Policy (3)
____ENST 401 Special Environmental Topics A-F (3-4 each)
Elective courses in Science and/or Math to accumulate a minimum of 60 credits in Science and Math

6) Molecular Biology
____Biol 450 - DNA Science (4)
____Biol 451 - RNA Science (4)
____Biol 453 - Systems Biology (4) - replaces Eukaryotic Molecular Biology (4)

Two of the following:
____Biol 326 - Immunology (4)
____Biol 330 - Evolutionary Analysis and Bioinformatics (3)
____Biol 336 - Cell Biology (4)
____Biol 448 - Microbiology (4)

For those students preparing for graduate school programs, close examination of specific graduate school catalog and/or online information relative to particular programs is essential in order to know about any specific requirements (coursework or experience) a school or program may have.
For students preparing for employment, gaining knowledge about the specific techniques and technology involved in the specific area of potential employment and/or a specific institution or company will be required in order that elective course selection and/or internship opportunities be completed in order to satisfy a particular job description. Examine print and online information regarding specific institutions or companies for relevant information.
Students who wish to prepare for a career in the health professions (medicine, dentistry, osteopathy, veterinary medicine, etc) should realize that there is no specific required major, any major is acceptable. The minimal requirements for almost all health professions programs are: two semesters of General Biology, with labs, two semesters each of General Chemistry and Organic Chemistry, with labs, two semesters of General Physics, with labs, two semesters of Mathematics, including Calculus, and two semesters of English, one of which is a writing course. The nature of the requirements makes the General Science Major one which pre-health professions students should consider. Other requirements are more specific for each school and/or program and print and/or online information regarding a particular school or program should be carefully scrutinized.
Therefore, one decision that needs to be made by the pre-health professions student is choice of major. Nearly 60% of student applicants to medical schools over the past ten years have majored in Biology. Consult with the Pre-Health Professions Advisor and other faculty members to reach an informed decision on major selection.

B. TIMETABLES FOR CAREER PLANNING AND DEVELOPMENT
Timetables for investigating and completing certain required tasks related to a given career track should be crucial parts of a student's concern during the undergraduate years. The activities and specific times for completing certain tasks may differ depending on the career track chosen. Making an effort to begin such activities during the freshman year is an important part of the overall plan as it establishes good practices and provides early information regarding career requirements and options.

I. FRESHMAN YEAR

In order to get an early start on gaining knowledge about a variety of possible career tracks, the student should enroll in CARP 211, Career Planning I (1 credit). This course provides the student with an introduction to the Office of Career Planning and Placement, the staff, resources available, and experience with the tools and procedures required to make informed decisions regarding career choices. It also provides a perspective on procedures and timetables for a variety of career tracks. This course is appropriate for all students regardless of their prospective career plans. As part of this course, students are required to interview individuals who are working in a given career field in order to be clear on personal, academic and professional requirements for success. The Alumni Office, in collaboration with the Office of Career Planning and Placement, has developed an Alumni Career Resource Network that enables students to communicate with King's alumni in order to gain information and insights regarding a wide range of careers. This, and other course assignments provide useful insights for students into career opportunities, associated requirements and their suitability for a given career track.
Freshmen should also begin to utilize the resources of the Office of Career Planning and Placement to clearly determine where their interests and abilities lie in order that personal and academic components are consistent with career track considerations. Consultations with staff from the Office of Career Planning and Placement and faculty members should also be undertaken to gain valuable advice and perspectives.
The science courses taken during the freshman year will provide an early indication of whether a student's interests and capabilities are in line with career options being considered. For example, a student who wishes to become a physician but does not enjoy or does not do well in science and math courses needs to rethink the choice of career track. The earlier a realistic and honest appraisal of interests and abilities is made, the smoother the progress toward achieving the best fit between the individual and career.

Students need to develop good study habits and skills to insure academic performance that meets requirements for postgraduate career plans.

Students should join the Biology Club and/or the Pre-Health Professions Club to become familiar with other students and engage in activities that promote understanding of and preparation for postgraduate career plans.
A mandatory meeting of all prospective Pre-Health Professions students will be scheduled for information and registration purposes and to become acquainted with the Pre-Health Professions Advisor and the procedures required of Pre-Health Professions students.

IA. SUMMER BETWEEN FRESHMAN AND SOPHOMORE YEAR
The summer between first and second years of college should be used for the following items related to career planning:

First, consideration should be given to completing a course or courses during the summer in order to lighten the course load during the academic year. This is important if courses that a student knows will most likely be troublesome are scheduled for the next semester. Taking a course during the summer allows the student to concentrate entirely on the single course and may make a significant difference in performance. A lighter load during the semester after completing a summer course may allow time for research, an internship or other activities related to postgraduate plans that can best be scheduled during the academic year.
Second, the summer should be considered a time for completing volunteer, service and/or internship activity that is specifically related to the anticipated career track of the student. These "real world" experiences are necessary in order that a future application for postgraduate education or employment be granted full consideration and they provide an opportunity for the student to gain clear insight into the typical components, requirements and opportunities of a given career track. While it may be difficult for a student with the limited academic background of one year of undergraduate study to obtain these experiences, the student should make every effort to do so. In order to be successful, the student should begin to seek such opportunities before the end of second semester. The Christmas Break and/or Spring Break are opportunities to contact and/or visit potential sites and associated personnel. Personal acquaintances, friends, etc. can be helpful in these endeavors as well as faculty, Pre-Health Professions Advisor, Faculty Advisors, Office of Experiential Learning and Office of Career Planning and Placement staff. Oftentimes, "knocking on doors" to seek opportunities is successful.

While it may be difficult to obtain an appropriate experience at this early time in the undergraduate career, the information and experiences gained may pay dividends in future years when the student's credentials are more in line with positions available. In addition, once the student has become familiar with the requirements and procedures required for obtaining experiences, the process will flow more smoothly in subsequent years. Consult the Extracurricular Activities section of this document for more information.

Third, the student should make an effort to read extensively in order to develop and sharpen reading comprehension and critical thinking skills that will be important for performance on standardized tests required for postgraduate education or employment. Reputable newspapers and news magazines are good sources of reading material.

II. SOPHOMORE YEAR

Students who did not complete the CARP 211, Career Planning I course in the freshman year should consider enrolling. Students who will not complete the CARP 211 course need to contact the Office of Career Planning and Placement staff in order to begin activities related to career decision making. Students who completed the CARP 211 course should continue to use the strategies learned to further develop career plans and complete requirements related to career plans on an appropriate timetable. The Office of Career Planning and Placement staff will assist students in clarifying career choices and provide relevant occupational and employment information where appropriate. Consultation with faculty advisors, Pre-Health Professions Advisor and others should also be undertaken to clarify, develop and actively pursue career goals.
Students should consider enrolling in CARP 412, Career Planning II, a course designed to develop skills needed to acquire internships and/or employment. This course is appropriate for students who are planning to enter graduate school or professional school, as well as those who plan to seek employment.
The Biology Department, in association with the Office of Career Planning and Placement, will present workshops that will provide information and skill development in areas required for successful attainment of career goals. Students should attend these workshops, and should repeat attendance in subsequent semesters and/or years, in order to assure progression of skill development in required areas. Some workshops will be specifically targeted toward students who will attend graduate school, others for those intending to apply to professional school, and some for those students who will seek employment. While students should definitely attend those workshops specifically related to their career plans and goals, it should be emphasized that there is much crossover with regard to procedures used and skills needed for each of the career tracks and students could benefit by attending all of the workshops. Students who are undecided about career plans should definitely attend all workshops that deal with potential career tracks. Check Biology Department bulletin boards for dates, times and places of workshops.
The Office of Career Planning and Placement, in cooperation with Kaplan Testing Services, sponsors a free "Test Drive", which provides students with the opportunity to sit for a full-length MCAT or GRE standardized exam. The test is scored and the results returned to the Office of Career Planning and Placement, where review of the performance can occur. Students should report their scores to their Academic Advisor and the Pre-Health Professions Advisor, where appropriate, so that review and evaluation of performance relative to career track and career goals can be discussed.
Students should consult with the Center for Experiential Learning/Internship Program to determine the opportunities for internship or other experiences that will enhance the resume and postgraduate application. Consult the Extracurricular Learning Experiences section of this document for more information.
Pre-Health Professions students should consult with Professor Thomas Tobin, Room P-306, who directs the King's College Professional Shadowing Program, to discuss possibilities and timetables for shadowing health professionals.
Students will be required to draft a resume and submit it to the Office of Career Planning and Placement, their Academic Advisor and Pre-Health Professions Advisor, where appropriate, for analysis and evaluation. A revised and accepted version of the resume will be required by the Academic Advisor and Pre-Health Professions Advisor, where appropriate, in order that the student is eligible to pre-register for semester courses. A workshop on resume-writing will be offered to assist students. Consult the Resume section of this document for more information.
Begin researching professional and/or graduate schools to which you may want to make application.

IIA. SUMMER BETWEEN SOPHOMORE AND JUNIOR YEARS

Students should participate in at least one shadowing or internship experience of at least 6 weeks duration; if longer time periods are available, they should be utilized. If time allows, other volunteer or service experiences may also be completed. Students who plan to enter graduate school should seek a research internship in an area related to their sub discipline of interest. Students who plan to seek employment should seek a job opportunity related to their career plans or a research internship in an area related to their job interests. Consult the Extracurricular Learning Experiences section of this document for other instructions regarding shadowing and internship experiences.
Students who are out of sequence with course work or are missing required courses from earlier semesters should arrange to complete the course requirements in order to be in sequence for Fall Semester.
Students who are considering a formal preparation course for standardized examination during the academic year should consider taking a summer course to reduce their academic load and free up time to commit for the preparation course obligations.
Students should begin to formulate plans for postgraduate education or employment. Students interested in graduate school should begin to investigate graduate school programs that have a strong curriculum and faculty who have active research programs in the sub discipline areas of interest. Students can consult with the Office of Career Planning and Placement for catalogs and other sources of information regarding graduate school programs. One useful guide is entitled: GRADUATE SCHOOL- Making the Decision-To Go or Not To Go. Faculty members can also provide information regarding schools and programs that are strong in particular areas. A good source of information regarding graduate programs in life sciences and related areas is www.petersons.com which has links to many types of information. A source of rankings, covering a variety of parameters, of graduate programs in life sciences and related areas is www.phds.org/rankings/. Online sources of information about specific schools and programs are often the best up-to-date sources of information about all aspects of graduate programs. Each school, and oftentimes a program within a school, sets their own application process and timetable so particular attention should be given to this during the investigation process. The sources of financial aid at a given institution should be investigated as there is no uniform policy or process for all graduate schools. The student should become familiar with the application document of each school and/or program so that particular requirements and timetables for completion are noted.
Students interested in professional school should begin to read the admissions guides for whatever program(s) to which they intend to apply in order to familiarize themselves with the necessary information, procedures and timelines that will be required. Students who will use admissions application services need to begin familiarizing themselves with the process and content that will be needed as these documents require considerable time for completion. Consult the Application Procedures and Services section of this document for further information.
Students should make sure that their resume is up-to-date and sufficient in both quality and quantity of components needed to be competitive as a part of any application package for whatever career track is being sought. Consult the Resume section of this document for additional information.Students should make plans for taking whatever standardized test(s) may be required as part of an application package. Consult announcements of dates and times of tests, locations, application procedures and timelines such that required scores will be available for the application package. Consult the Standardized Tests for Entrance to Graduate and Professional Schools section of this document for additional information.
Students should seriously consider at least one option for postgraduate education and/or employment should the primary plan not be successful. Any alternative plan should include the same considerations as listed above and be executed to a point where it would provide the student with a viable option in the event the primary goal becomes unattainable. Such a plan should include reapplication for the initial objective in the next year if feasible and likely to meet with success.

III. JUNIOR YEAR:

Students who intend to seek employment after graduation or students who are unclear about postgraduate plans should take CARP 412, Career Planning II, which provides necessary background and instructions for career assessment, occupational information and job search strategies. Individuals who are planning on graduate or professional school could also find this course useful, as many of the techniques needed for successful application to postgraduate school are similar to those needed for successful job search.
Students should be certain that degree requirements are on schedule and select appropriate elective courses in science and non-science areas to best prepare for postgraduate career track plans.
Students should participate in the free "Test Drive" for the MCAT or GRE exam offered by the Office of Career Planning and Placement in the fall, usually in October. Pre-Health Professions students must take this exam and forward scores to the Pre-Health Professions Advisor to be eligible for Biology Department participation in letters of recommendation and/or committee letters of recommendation to professional school.
Students should attend all workshops sponsored by the Biology Department dealing with aspects of career planning and necessary procedures for completing applications for postgraduate education and/or employment.
Students should check Biology Department bulletin boards daily for information regarding career tracks.
Students should continue the process of career track planning initiated during the summer to assure meeting timeline requirements for application.
Students who plan to apply to graduate school should attend the workshop offered by the Office of Career Planning and Placement that addresses the graduate school admissions process. The Office of Career Planning and Placement also has print material available that provides information about graduate school selection, instructions on preparing for application to graduate school and suggested timetables for completing parts of the process of application. The Biology Department will also offer a workshop on graduate school application procedures. Students should also consult with their Academic Advisor for information regarding aspects of applications to graduate school.
Pre-Health Professions students and students planning on attending graduate school should decide on dates for taking required standardized tests in order that application packages will be completed on time. Consult the Standardized Tests for Entrance to Graduate and Professional School section of this document for further information.
Students should obtain the paper application service packages, or become familiar with the online versions if they are to be used, in order that the necessary information is collected before leaving campus for the summer. Consult the Application Procedures and Services section of this document for specific information.
Students should prepare drafts of a personal statement and have them evaluated by staff of the Writing Center, faculty, Faculty Advisors, staff of the Office of Career Planning and Placement and the Pre-Health Professions Advisor in preparation for inclusion in the application package during the summer. Consult the Personal Statement section of this document for specific information.
Students should determine their requirements for letters of recommendation needed to accompany application packages and make appropriate contacts with faculty and others to insure they are prepared on time. Consult the Letters of Recommendation section of this document for specific details.
Pre-Health professions students should meet with the Pre-Health Professions advisor prior to leaving for the summer to review application procedures.

IIIA. SUMMER BETWEEN JUNIOR AND SENIOR YEAR

Students should complete at least one quality internship of 6 weeks or longer in an area closely related to their career track plans.
Students who are applying to professional school should complete the paper or online form of any application packages and/or services as early as possible in order that eligibility for rolling admissions is met.
Students should make plans to register for and/or complete any standardized tests required for admissions as part of an application package. Preparation for standardized tests, whether through self-study or formal preparation courses, should be planned and/or completed.

IV. SENIOR YEAR

Students applying for professional school programs should have completed application packages. Students applying to graduate school should have completed application packages or complete application packages by end of first semester.
Students who are sitting for a session of a standardized test should complete it as soon as possible; if scheduling allows, another free Test Drive should be taken.
Students who are seeking employment should make an appointment to meet with staff from the Office of Career Planning and Placement to establish a Placement File and participate in on-campus interviews and employment fairs. Print and other forms of information regarding related procedures for seeking employment are available in the Office of Career Planning and Placement, and they offer a number of workshops throughout the academic year covering all aspects of seeking employment.
Students applying to graduate or professional school or for employment should participate in video-taped mock interviews, conducted by staff from the Office of Career Planning and Placement. Faculty members from the Biology Department, and others, are available to critique these sessions in order to sharpen student interviewing skills. Performance at an interview session is often a very important component of the total evaluation process of a candidate. The Office of Career Planning and Placement has a variety of types of information to assist in preparation for interviews; the Biology Department will offer a workshop on Interviewing Skills to assist students. Consult the Interviewing Skills section of this document for more information.
Students should check periodically with the schools, programs or places of employment to which applications and other materials have been sent to make sure all required documents have been received and the application is complete.

C. SPECIFIC COMPONENTS OF CAREER PLANNING AND DEVELOPMENT

1. RESUME
The resume, sometimes called the curriculum vitae (CV) is a document that organizes and summarizes a persons career and qualifications, as well as potential, for a given position or field of endeavor. It is used by selection or admission committees and employers as a means of determining who a person is, and what they have done. It is often used as a means to divide applicants for positions into two categories: those who qualify for further consideration and possibly interview, those who do not. Therefore, it is imperative that students know how to adequately market themselves. It is the one document that is directly under your control; you choose content and style. A well constructed resume provides a clear indication to readers of your knowledge, skills, experiences and abilities with regard to a particular position, job or field of endeavor. A resume needs to be well organized, clear, concise and targeted for the specific needs of whoever may be the reader. A well constructed resume can set you apart from other candidates for obtaining internships, acceptance to postgraduate education programs and/or employment.

Before a draft of a resume can be written, a personalized experience inventory should be completed and should include education, honors/awards, extracurricular activities, research experiences/internships, employment, language fluencies and special interests/abilities. The time frame of all the inventory inclusions should be noted by specific dates wherever possible.

The student must remember that the resume can only be as appealing as the quality and quantity of the activities undertaken and completed.

The format and the level of detail for resumes are variable, depending on the specific circumstances surrounding the need for a resume. The student should make an effort to gain some insight as to the nature of the resume needed for any specific purpose.

Students should consult the Office of Career Planning and Placement, for information regarding techniques for constructing resumes, examples of resumes for a variety of purposes that illustrate formats, level of detail and other components. The Office of Career Planning and Placement staff will assist students in all phases of resume preparation and will provide objective analysis and evaluation of drafts. Office of Career Planning and Placement staff also provide resume workshops at various times during the academic year. A workshop specifically for life science students and Pre-Health Professions students is also conducted during the academic year. Consult announcements that will be posted on Biology Department bulletin boards for dates, times and places.

The Pre-Health Professions Advisor has publications that deal with resume construction that are specifically intended for scientists and health professionals and that illustrate sample resumes. Consult with the Pre-Health Professions Advisor for use of these guides.

After constructing a draft resume, review and revision by the author should occur. The revised draft should be printed and given to at least two individuals for evaluation with regard to format and content- one individual who is knowledgeable about resume construction, another who is knowledgeable about the position or field for which the resume is intended.

Students should note that sophomore, junior and senior Biology Majors, and General Science Majors who are pursuing a minor in Biology, must have an updated resume on file with their Academic Advisor, Biology Department Chair, General Science Program Director (where applicable) or Pre-Health Professions Advisor (where applicable) in order to complete pre-registration each semester.

2. EXTRACURRICULAR LEARNING EXPERIENCES-
INTERNSHIPS, SHADOWING, VOLUNTEER ACTIVITIES

All employers, graduate and health professions schools require or expect that students applying for academic programs or employment have learning experiences outside typical academic coursework that provide exposure to "real world" environments and circumstances that build skills and abilities needed to function appropriately in a particular career track. Experiences can take many forms such as volunteer service, exposure to clinical medical practice, research internships, and on-the-job experience at appropriate sites. Often, all of these types of experiences are referred to as "internships". An internship is formally defined as the supervised placement of a student in a professional work setting, for a specified period, and for an appropriate number of credits, although not all internships carry credit. Since it provides exposure to an environment in many ways quite different from that of a purely academic nature, internship experience is important and has become a virtual necessity because it provides an excellent means by which a student can determine whether a chosen career path is really appropriate. Internships expose students to job or profession-related environments, and associated experiences and problems that require application of knowledge, methodologies, and experiences toward solutions, usually involving teams of individuals of various backgrounds applying their skills. Not only is academic background and experience within a given discipline important and essential, but interpersonal skills, especially communication skills are also critical. In internship situations, unlike what often occurs in an academic setting, individuals cannot pick and choose with whom they will work or interact, and significant individual contribution to overall workload is required; failure to contribute in meaningful ways is unacceptable. Other qualities that are essential for successful internship experiences are responsibility, adaptability, perseverance and stamina. Internships provide the means for students to determine whether the actual activities within a career track are consistent with goals and abilities.

Members of admissions committees and prospective employers want to know that the student has had exposure to an actual work-related environment, has genuine interest and has demonstrated the characteristics and skills needed for satisfactory performance within the profession or career track.

About eighty percent of undergraduates participate in at least one internship; nearly seventy percent have participated in two internships. Individuals who can show that they have successfully completed internships have a distinct edge in the application process for professional or graduate schools, or for employment. Letter(s) of recommendation written by supervisors of student internships can mean the difference between acceptance and rejection; often, the choice for acceptance between equally academically qualified applicants will be made on the basis of quality and quantity of internship experiences. Individuals who participate in internships should maintain a journal of activities and specific experiences and reflections on these activities and experiences that illustrate the value of the internship in relation to their academic track and professional goals. These items can later be used in building the resume and in drafting personal statements written for applications and/or interview situations, where self-promotion that can be duly supported is important and essential. In addition, an internship can provide opportunities for networking, increasing chances for successful application to professional or graduate school or employment.

Students planning on medical careers will need to participate in clinical medicine/patient care shadowing experiences. "Career shadowing" occurs when a student accompanies and observes a professional in a particular field and the associated environment. In some cases, the student may gain "hands-on" practical experience in the field under the supervision of the professional. These will provide exposure to the intended health profession environment, enable observation of health professionals as they practice their specialty, and allow contact with patients who need medical attention. Students should be aware of special

It should be emphasized that students who are preparing for medical careers should also participate in summer research internships as well as shadowing experiences. Medical knowledge is the result of research and medical professionals depend on reports of medical research in the literature to remain current in their fields of practice throughout their career. The application of research findings to clinical practice is becoming more important all the time and a medical practitioner needs to be able to understand and relate research results to medical practice.

Students who plan to pursue a graduate school program will need to complete at least one research internship that involves laboratory-based or field-based hypothesis testing, as research activities will be an important component of any graduate degree program.
Students who plan to enter the job market will need to have some evidence of experience in an appropriate area that can be satisfied by research, shadowing experience(s) or job- related experiences at appropriate sites.

Students should examine applications for work or postgraduate education carefully in order that number, specific types and/or time requirements of internships required for entrance be met.

There are a large number and variety of summer internship programs, many of which are paid programs, offering travel allowance, room and board and/or a stipend. These programs allow the student to spend up to 10-12 weeks of the summer at such programs with little or no expense. Many of the programs do not accept students until they have completed three years of undergraduate study; others will accept students after one or two years. Consult specific programs for details.

Information about summer research internships can be found at the following locations:

Most institutions send announcements of their summer programs to the appropriate departments at colleges and universities. Bulletin boards in the Biology Department will have posted announcements about specific programs as they are received in the mail. Check bulletin boards on the second and third floors of the Parente Life Sciences Center at least twice weekly for up-to-date information;

*The Director of the Center for Experiential Learning, Ms. Chris W. Bedwick, routinely sends announcements of available research and/or job-related internships by campus email as well as written announcements to appropriate departments. These announcements will be posted on the Biology Department bulletin boards as they are received. To inquire about possible internship opportunities, contact Ms. Bedwick at 108 N. Franklin Street, (570) 208-5913, or by email: cwbedwic@kings.edu. Information about the Center for Experiential Learning can be found at: http://www.kings.edu/Academics/CareerPlanning/experientiallearning.htm.

*Mrs. Mollie Farmer, Director of Study Abroad Programs, located at 112 N. Franklin Street, can provide junior and senior students with available internship opportunities in a number of foreign academic and professional settings.

Websites that list available programs and/or contain links to available programs:
(a) A website maintained by Tom Frederick, Department of Biological Sciences, Rochester Institute of Technology, has an excellent collection of paid research internships, and can be found at: www.rit.edu/~gtfsbi/Symp/summer.htm
(b) Two other sites that have links to institutions offering undergraduate summer research programs can be found at:
www.science-jobs.org/fellowships.php
www.the-aps.org/education/ugsrf/SumResLINKS.htm
(c) Undergraduate research internships sponsored by the National Science Foundation: www.nsf.gov/home/crssprgm/reu/start.htm
d) Undergraduate research internships sponsored by the National Institutes of Health: www.training.nih.gov/student/internship/info.asp
The Alumni Office, Office of Career Planning and Placement and the Biology Department have put together a listing of Biology Major graduates of King's College, in a wide variety of professions, who have agreed to assist King's students with their career development plans. Some of the individuals have agreed to provide internships for King's students. Consult with the Biology Department Chair or Director of the " Office of Career Planning and Placement, for access to the Alumni Career Resource Network document for possible internships.
Clinical medical practice internships are available through the cooperation of local physicians and medical institutions. Consult with Dr. Robert Paoletti, Pre-Health Professions Advisor, Biology Department, P-311, and Professor Thomas Tobin, Biology Department, P-306, for placement opportunities.
Campus Ministry, and its Office of Volunteer Services located in the chapel at the corner of N. Franklin and Jackson Streets, can provide many opportunities for volunteer activities that are related to career tracks and that serve as excellent internship experiences.
A workshop dealing with internships is offered by the Biology Department during the academic year and provides useful information about different types of internships that are available. Students who have participated in internships are available to discuss all aspects of internships at this workshop.

It is not uncommon for students to search out possible internship sites on their own. Contacts in or near home residence areas are frequently used to assist in the search but "knocking on doors" to ask about possible internship opportunities may be necessary. Communication with Human Resources personnel at locations where appropriate internships may be possible is another approach. Volunteer service during freshman and/or sophomore years at hospitals, nursing homes, other community service agencies, job sites or academic/research institutions is an excellent way to make contacts and begin networking to obtain other quality internships for subsequent years. The keys to successful application for internships are to begin the search for an appropriate internship early, to prepare the application adhering strictly to the guidelines provided (not all internship applications will be identical), to include all components requested, such as transcripts, letters of recommendation, etc., and to submit the application well before the deadline. Most summer internship programs require applications to be submitted by January or February, but often, selection for internships occurs as applications are received. Don't be late!

King's Biology Majors have been quite successful in obtaining high-quality summer internships. Consult the Biology Department Chair, Dr. Robert Paoletti, P-311, for a list of recent internship sites secured by Biology Majors.

Health professions are service professions and professional schools expect applicants to have some experience in providing service to others. Graduate school admission committees and prospective employers also use service credentials of applicants as a means of evaluation. Individuals must know that they possess the educational and personal qualifications to be of significant service to their intended profession and constituency; admissions officials want evidence that an applicant has demonstrated these qualifications. There are many ways by which students can gain such experiences. The King's College Catalog, Campus Life section, Campus Ministry and Office of Volunteer Services can provide many suggestions for service experiences both on campus and in the community; students should make an effort to accumulate a variety of extracurricular service experiences. Intercollegiate athletic programs are another excellent way for students to demonstrate service (teamwork) and other qualifications. Reflection logs or journals should be kept that provide indications of how the experiences impact on your decision for a particular profession and how the experiences might shape your conduct in preparing for, and the practice of, a given profession.

These experiences are excellent ways to build your resume in appropriate ways. Two notes of caution:

(1) Do not take on these types of experiences just to be able to list them on your resume. Most applications to graduate, professional schools and employment now require a personal statement that requires significant and meaningful references to academic and personal experiences that have made the applicant particularly suitable for acceptance in a chosen career track. These personal statements can only be well drafted if the applicant has had genuine motivation and has truly gained some significant insights into the true nature of the profession and his/her suitability for the profession as a result of experiences. The reflection logs/journals mentioned above assist applicants in preparing for drafting such personal statements; less than enthusiastic participation in these experiences will not permit a forceful statement to be constructed. (2) Do not take on more experiences than you are able to devote significant effort toward successful performance. Quality of the extracurricular experience, as much as quantity, is essential. Your academic performance should not be adversely affected by your participation in the extracurricular experiences. Students who find that they are uncomfortable with or unable to satisfactorily carry out service activities should seriously reconsider and re-evaluate their choice of intended profession.

3. APPLICATION PROCEDURES AND SERVICES
Most professional schools now utilize central application services that allow student applicants to submit a single application package to the service which then forwards copies to whatever schools the applicant chooses, saving the applicant time and money. The student needs to check carefully with whatever schools to which he/she intends to submit applications, to be sure that the school does subscribe to the application service. While the application service allows a single application package to be sent to all desired schools, the student must understand that the application package required by the service is lengthy, complex, requires a number of separate documents, requires the student applicant to follow directions very closely and meet a deadline for submission. The applicant should go online to become familiar with the procedure used by the appropriate application service and to study carefully the application form, making note of all the information that will be required during the process of completing the application. The student should begin the preparation process a few months before actually beginning to complete the application in order that information required can be obtained and the appropriate methods of completing the application are clear. All of the application services, as well as those schools which do not use a service, have strict deadline dates for submission of applications. Check the web site for the appropriate application service (see below) as due dates may change from year to year. Begin early, you can't be late! A workshop, conducted by students who have completed applications for application services in previous years, will be offered to assist current students with the process.

The following application services are utilized by the professional schools indicated; students should check the web site very closely in anticipation of using the service.

AMERICAN MEDICAL COLLEGE APPLICATION SERVICE (AMCAS) Web site: www.aamc.org/amcas

If a student will apply to certain schools in Texas, the Texas Medical and Dental Schools Application Service must be used. Web site is: www.utsystem.edu/tmdsas A few schools maintain their own specific application process. Consult the catalog and/or web site for a particular medical school to determine the correct application procedure.

AMERICAN ASSOCIATION OF COLLEGES OF OSTEOPATHIC MEDICINE APPLICATION SERVICE (AACOMAS) Web site: aacomas.aacom.org/
ASSOCIATED AMERICAN DENTAL SCHOOLS APPLICATION SERVICE (AADSAS) Web site: www.adea.org/AADSAS
VETERINARY MEDICAL COLLEGE APPLICATION SERVICE (VMCAS) Web site: www.aavmc.org/vmcas/vmcas.htm
AMERICAN ASSOCIATION OF COLLEGES OF PODIATRIC MEDICINE APPLICATION SERVICE (AACPMAS)Web site: www.aacpm.org/
Schools and colleges of Optometry do not use an application service; each school has an application package that must be completed by applicants. Check the web site for the Association of Schools and Colleges of Optometry, www.opted.org for links to individual schools of optometry and information regarding the application process for a particular school.
Chiropractic colleges do not use an application service; each school has an application package that must be completed. Check the web site of The Association of Chiropractic Colleges, www.chirocolleges.org for links to each of the schools of chiropractic and application information.
Graduate schools in the life sciences do not use an application service. Each graduate program within a college or university has a particular application process. Consult the catalog or web site of the school and specific program desired to find information regarding the application process.
Employers do not utilize an application service; each institution, company, etc. has their own application procedures. The Human Resources office of the employer usually handles all application procedures and has information regarding aspects of the process

4. STANDARDIZED TESTS FOR ENTRANCE TO GRADUATE AND PROFESSIONAL SCHOOLS

Nearly all graduate and professional schools require standardized entrance tests as one prerequisite for entrance. The specific test, or parts thereof, that are required may vary with each school, so particular attention must be paid to the application information supplied by each school and program in catalogs or online. In many cases, entrance examination scores are a major first evaluation of the qualifications of the applicant and so the best performance possible is essential. Graduate and professional schools use these standardized tests as an objective basis for predicting which candidates will be most likely to succeed in their programs. Since all applicants take the same test, it represents a "level playing field" for applicants. Some schools or programs have a "cut-off score", below which a student's application may not receive a preliminary evaluation, the application is placed into a secondary evaluation group; this seriously jeopardizes an applicant's chances of acceptance. Students should become familiar with the relationship that exists between scores that are achieved on standardized entrance tests and likelihood of acceptance into a given profession, school or program by reading appropriate official print or online material supplied by a given profession, school or program. Consult also with faculty advisors, professionals in appropriate areas, and former students who were accepted/rejected. If performance on practice test drives or after an official test-taking session is significantly below indicated requirements, serious thought need be given to implementing an alternative career plan. Every student should have at least one alternative career plan in the event that unanticipated barriers to successfully completing an initial career plan are unable to be surmounted. An alternative career plan is nearly as important as the primary career plan and should be given due consideration at the same time as the initial plan is being developed.

STANDARDIZED TESTS: INFORMATION

GRADUATE RECORD EXAM (GRE) GENERAL TEST AND SUBJECT TESTS
The Graduate Record Exam is required by most graduate school programs as well as some professional schools. The GRE is also an option for some professional schools. The official web site for the GRE is: www.gre.org The site has information and/or links for all aspects of the test including Test Content, Test Preparation, Test Registration, Test Administration, Test Scoring and Reporting and similar information about specific Subject Tests.
MEDICAL COLLEGE ADMISSIONS TEST (MCAT)
The MCAT is required by all medical schools and schools of osteopathic medicine. Schools of podiatry have traditionally required the MCAT although some now will accept the GRE or DAT. The MCAT is an option for some veterinary schools. Requirements of schools of chiropractic are variable. The web sites for the MCAT are: www.aamc.org/students/mcat/start.htm
The sites have information and links to all aspects of the MCAT including About the MCAT, Registration, MCAT Scores, Examinee Data, Practice Tests, and MCAT Student Manual. The MCAT test and testing procedure (computer testing only, beginning 2007) are changing. Students should consult the online reference for details.
DENTAL ADMISSIONS TEST (DAT)
The Dental Admissions Test (DAT) is required by all dental schools and is an option for some schools of podiatry. The web sites for the DAT are: www.ada.org/prof/ed/testing/dat
www.ada.org
The sites have information and links to all aspects of the DAT including Introduction and Overview, Scope of Examinations, Test Preparation Materials and Tutorial, Registering for the Test, Fees/Refunds, Testing Center Regulations and Scoring of Examinations and Test Reports.
VETERINARY COLLEGE ADMISSIONS TEST
Up until 2005, schools of veterinary medicine required the MCAT, GRE or VCAT for admissions. In 2005, the VCAT was dropped as an entrance exam and now either the GRE or MCAT is required. Check the catalog or web site of a particular veterinary school for specific requirements for standardized testing.
OPTOMETRY ADMISSIONS TEST (OAT)
All schools and colleges of optometry require the OAT for admissions. The official web site for information regarding the OAT is: www.opted.org. This site contains information on all aspects of the OAT including test content, application and preparation materials. Links for Applicant and Advisor Information and Frequently Asked Questions also provide important information.
Colleges of Chiropractic have no specific admissions test; each school may have particular requirements. Check the web site for The Association of Chiropractic Colleges, www.chirocolleges.org and use the links to individual colleges of chiropractic to determine specific admissions test requirements.

The GRE, DAT and OAT tests are computerized and available nearly any day, year round.

The new computerized MCAT exam will have at least 22 testing dates per year with online registration and scheduling and a 30 day score reporting time. Consult the website www.aamc.org/students/mcat/ for further information.
A more recent Mcat Prep Course, CLEaRS (Computerized Learing, Evaluation and Review System) for MCAT, produced my Learning Accord, Inc. (www.LearningAccord.com) claims to provide "interactive Feedback and instruction specific to student,s individual needs" and to provide more affordable test preparation.
Another MCAT prep course is a residential program and provides assistance with other aspects of the application process. More information is available at FalconMCAT.com
Test review and preparation software for the Dental admission test (DAT) and Optometry Admission Test (Oat) are available from ScholarWare, Inc. Information is available at: www.scholarware.com
Application registration deadlines must be met, start early!

Students must realize that preparation for a standardized test is just as important as any other part of the application process and requires considerable time. A student needs to carefully work out a time plan for studying necessary material that will be covered on the standardized exam, allowing plenty of time for review so that "cramming" is avoided.

The notion that "you can't study for standardized exams" is false. In addition to reviewing and studying material that may be part of an exam, practice in actually taking the exam is also a necessary part of the overall preparation. The tests are quite specific in the types of questions that are asked, and most tests are several hours in length, requiring stamina in order to maintain focus and clarity of thought. Practice exams, taken under conditions similar to what will be the actual test conditions, can play a significant role in preparation and satisfactory performance. King's College Office of Career Planning and Placement sponsors free Test Drive practice exams for GRE and MCAT each fall. Students should take advantage of this valuable opportunity to assist in their preparation.

Sophomores should take these practice exams even though they do not have all of the required courses needed for adequate preparation, as the practice experience of taking the exam permits the student to become acquainted with the type of questions asked and the time constraints of this type of exam. Results of these practice tests should be given to the student's Academic Advisor and the Pre-Health Professions Advisor so that they may evaluate the results and suggest ways to improve performance.

Pre-Health Professions students MUST take the free MCAT test drive or the GRE test drive (if appropriate for their entrance requirement) in the Fall Semester, Junior Year, and report scores to the Pre-Health Professions Advisor in order to be eligible for Biology Department assistance with letters of recommendation and committee letters of recommendation.

Many students feel required to enroll in expensive preparation courses, offered by a number of agencies, in order to perform satisfactorily on the exams. This is not necessarily the case; the preparation courses usually serve mostly to force the student to do the review and study required in a timely fashion because someone has paid for the course, "forced motivation and time management" so to speak. Agencies that produce and administer standardized tests will usually provide indications of the material that will be covered, study guides to help plan and carry out preparation and also practice tests. There are print versions as well as online versions of these helpful materials. Consult with staff of the Office of Career Planning and Placement and the Pre-Health Professions Advisor for use of these study guides. The real necessity is motivation on the part of the student, realizing that performance on the standardized exam is a critical component of the application process.

It should be emphasized that the student should not select a late date for taking a standardized exam relative to the application for admission deadline to the graduate or professional school. Most schools have a rolling admissions policy; if standardized test scores are not available until very late in the timetable of application, selection of a considerable number of students may already have taken place before scores from late date administered tests are available. This will seriously jeopardize admissions chances, as most schools will not make an admissions decision without having standardized test scores to evaluate.

A student should start his/her preparation for a standardized entrance examination by consulting the catalog and/or web site of the particular school to which application will be made to be certain of the specific exam required, then consult the web site(s) of the appropriate test.

For those students who feel they require formal standardized test preparation courses or classes, there are a number that are available. Two of the services that are well known and claim to have successful preparation programs are:

Kaplan Test Services; web site: www.kaplan.com

Princeton Review; web site: www.princetonreview.om

Students must realize that these programs are expensive and require a scheduled time commitment that often conflicts with the academic year calendar.

If a student plans to enroll in a preparation course for a standardized exam, it will usually be in the spring semester of the academic year. The student should plan to take a reduced academic load that term, as the preparation course will require a significant amount of time commitment. A full academic load and the preparation course may jeopardize needed performance levels in academic courses and may also limit the effectiveness of the preparation course. Discuss possible plans with parents and Pre-Health Professions Advisor during the year before you plan to take the preparation course. A student, who plans to spend considerable time during second semester preparing for a standardized test, should also consider a reduced academic load during that semester. Integrating a reduced load during a semester into the overall academic course sequence requires previous planning such as a summer course or other options. Consult with your academic advisor and/or Pre-Health Professions Advisor before making changes.

5. PERSONAL STATEMENT (APPLICATION ESSAY)
It is now very common that applicants for graduate, professional school or employment are required to submit a personal statement (other terms may be used) as part of the application process. The personal statement should clearly and forcefully tell people who you are and describe the role that your experiences and events (your history) have played in influencing and developing your personal qualities and qualifications relative to your career and life goals. It is especially important to include specific traits, skills and accomplishments that may make you a more desirable candidate than others. Your personal statement is your marketing tool.

There are a number of factors that you need to keep in mind during construction of the personal statement:

Before you begin thinking about and then writing the statement, make sure you have carefully read any instructions given, such as content requirements, format, length, etc.

Different programs, positions or institutions may have different requirements. Failure to follow directions may result in your statement not being accepted and your application being incomplete.

Make sure you have carefully considered your short and long term goals and how the position, program, institution, etc. can help you meet the goals. You must be able to describe some event(s) or experience(s) that led you to the particular choice of position, program or institution that the application process represents.
You should be able to provide examples of how your past experiences, your interests, skills and accomplishments are particularly relevant to the position, program or institution to which application is being made. In order to do this effectively, you must have done some thinking about, and taken an inventory of, your personal history and your attributes as well as having done some research into the institution, position and/or program to which application is being made. You must be able to convey some clear sense of why the position, program or institution is a "good fit" for you personally and also as a means of attaining your professional goals. You must clearly indicate why you are seeking them and why they should be seeking you.

If you have any peculiar or extenuating circumstances that may affect your application positively or negatively, provide a specific and concise explanation.

Most importantly, seek consultation with faculty members, members of the Health Professions Advisory Committee, staff of the Office of Career Planning and Placement, and staff of the Writing Center during any phase of the process for assistance, examples of personal statements, and critique of drafts. The Office of Career Planning and Placement and the Pre-Health Professions Advisor have print materials that provide instructions for writing, and examples of, personal statements. Consult with them for use of these helpful guides.

There are a large number of web sites that offer assistance with personal statements, some are free, others require that you purchase materials. Here are three that may be useful:

www.accepted.com/
www.cmu.edu/hpp/achieve/pstips.html.
www.rpi.edu/dept/llc/writecenter/web/gradapp.html.

The Biology Department will offer workshops on writing skills for personal statements; consult Biology Department bulletin boards for dates, times and locations.

Your writing skills and correct use of the language are as important as the content of the statement. The final draft should be given to at least two people for evaluation- one who is experienced in personal essay writing skills, another whose professional area of expertise is closely related to the professional area to which application is being made.

Students should draft a personal statement during the spring semester of the junior year and submit the draft to Writing Center staff, faculty and others, in order that critical review and suggestions can be made before a final draft is completed as required in the application to be submitted during the summer between junior and senior years.

6. LETTERS OF RECOMMENDATION

Letters of recommendation will play a very significant role in determining whether a student will be accepted to a postgraduate education program or for employment since they provide information about a candidate's character, personality, achievements and other important personal qualities that are not apparent from an academic transcript, application form or from test data. Therefore, a student should seek letters from individuals according to the following guidelines:

The person writing the letter should have known you long enough, and in a capacity such that he/she can write with authority and in detail concerning your qualifications for the specific position in question.
The person writing the letter should have sufficient understanding of, and/or relevant expertise in, the area or position for which the letter is intended.
The person writing the letter should feel comfortable writing in detail and in a positive manner regarding your qualifications for the position.

In order that these conditions prevail, the student should make an appointment with a prospective writer and inquire as to whether a strong positive letter can be expected. This should be done well in advance of the time the letter is actually needed in order to give the writer sufficient time to construct and complete the letter. At least four to six weeks advance time should be allowed. Once the person has agreed to write a letter, he/she should be provided with the following:

A copy of your academic transcript. If a transcript cannot be provided, some discussion with the writer regarding academic record should occur.
An up-to-date resume (see RESUME section of this document).
An indication, by discussion or in writing, of the exact nature of the position being sought and for which the letter is intended (professional school, graduate school, employment) and any other pertinent information so the letter may be appropriate for the position being sought.
Specific forms required by the school, program or employer that need be completed by the person writing. Any information on such forms that need to be completed by the candidate should be completed before being given to the writer. The candidate should waive his/her right of access to the letter. If a candidate will not do so, the writer must be so informed.
A clear indication by discussion or in writing of the timeline for writing the letter, especially deadlines that need to be met.
Stamped, addressed envelopes for each letter's destination.

The student may check back with the writer several days to a week before the deadline in order to assure timely completion. A thank-you note to the letter writers is a nice gesture of appreciation for their efforts on your behalf.

For those students who are applying to health professions schools and/or are using an application service, letters will be requested from several persons who will then send them to the King's College Biology Department. The letters will then be compiled in accordance with the request of the student and/or the schools and sent as a package.

The Biology Department has two forms that the student must complete and/or provide the letter writer to assure that the letter writing process operates smoothly: One form, REQUEST FOR LETTER OF RECOMMENDATION, must be given to the person who will write the letter. This form contains all the information that the letter writer will need to complete the letter and return it to King's College. The other form, STUDENT REQUEST FORM FOR LETTERS OF RECOMMENDATION TO BE FORWARDED TO PROFESSIONAL/GRADUATE SCHOOLS BY KING'S COLLEGE BIOLOGY DEPARTMENT, is returned to, and provides information for Mrs. Diane Basta, Biology Department Assistant, in order that she is able to monitor the return of letters from those persons asked to write and can then send the complete set of letters to appropriate destinations at appropriate times.
Students should consult with the Pre-Health Professions Advisor and Mrs. Diane Basta, Parente Life Sciences Center, Room P-104, well before the time that letters of recommendation are required.

STUDENTS WHO FAIL TO PROPERLY SUBMIT THESE FORMS WILL NOT BE ELIGIBLE FOR COMMITTEE LETTERS OF RECOMMENDATION OR FOR BIOLOGY DEPARTMENT ASSISTANCE IN SUPPLYING LETTERS OF RECOMMENDATION PACKAGES FOR APPLICATIONS SERVICES AND WILL BE RESPONSIBLE FOR OBTAINING LETTERS AND SENDING LETTERS ON THEIR OWN.

Students applying to graduate school or for employment will need to read and follow carefully any instructions for letters of recommendation that will be part of the application package since there is no one standard procedure used by all graduate schools or prospective employers.

A workshop on Letters of Recommendation will be presented by the Biology Department where all aspects of the process will be explained.

7. INTERVIEWS

If you are invited for an interview, it is a clear indication that those persons involved in determining suitability of candidates for an educational program or type of employment have reviewed your credentials and deemed them appropriate and desirable. The interview is usually one of the last steps in the process of acceptance and a large part of the interview is devoted to substantiating, by observing and interacting with you, the person, what the application, transcripts, resume and personal letter have indicated about you. What happens, or doesn't happen in the interview will more likely cause you to be rejected rather than accepted. In order to prevent that from happening, there are some things that you must prepare for.

Be ready to indicate why you want the program or position; be ready to give specific examples or experiences that have made it clear to you that the program or position is right for you.
Be ready to indicate why you are a strong candidate for the program or position, citing education, experiences and skills that you have developed that are directly relevant.
Be ready to indicate why the particular program or position for which you are interviewing is right for you and that you are right for it. You must do research into the program, position, institution, and personnel in order to respond to questions and discuss items related to the specific program or position at hand. Consult print and online material related to all aspects of the program or position.
Make sure you are clear on all scheduling related to the interview; time, place directions, names of buildings, rooms, etc. Call ahead to confirm these aspects of the interview.
Find out the format of the interview, if possible. Will it be one-on-one, a series of interviews, a group interview or other format? Will you be able to tour the facilities, speak with other students or other employees?
If possible, speak with others who have interviewed at the same school, institution or company or who have interviewed for a similar position.
Review your transcripts, resume and application. Information from these documents will likely come up as questions or discussion points during the interview. Don't be surprised if an interviewer asks detailed questions about a research project or shadowing experience or some other component of these documents.
Be ready to discuss your strengths and weaknesses in realistic fashion and in the context of the program or position you seek, being able to indicate why weaknesses should not exclude you from consideration and how you are attempting to correct weaknesses.
Dress appropriately and be sure you are aware of important etiquette. Consult with the Office of Career Planning and Placement and attend the workshops they offer on interview etiquette and interviewing skills. Also, take advantage of mock interview sessions that they offer!
Be truthful, don't be afraid to say "I don't know". Interviewers become skilled at detecting when the person being interviewed is responding in a manner that he/she thinks the interviewer would prefer.
Don't hesitate to ask questions. You are interviewing them also.
Before leaving, make sure you know the remaining parts of the selection process and what you may need to do, should do, or can do, to remain in contention. Updates in the form of test scores, transcripts, significant experiences and similar items can be important.
A note, call or email of thanks to each interviewer is a nice gesture.
Reflect on the process and make notes to use in preparation for subsequent interviews.

The Office of Career Planning and Placement has a number of publications that are designed to assist students in preparing for interviews. Two of these that all students should consult are: INTERVIEWING SKILLS- What to Expect: The Thirty-Minute Screening Interview and Interviewing for the Medical Profession and Professional School Programs. The Office of Career Planning and Placement also offers a number of workshops dealing with preparation for interviews and to familiarize students with proper etiquette for interview situations. Students should take advantage of these well before the time for scheduled interviews.

The Pre-Health Professions Advisor has copies of the article "The Interview", from the publication "Get Into Medical School", by Kenneth Iserson, M.D. Applicants preparing for interviews should borrow this article.

8. INFORMATION MATERIALS
These materials are available for student use. Consult/visit the Pre-Health Professions

Advisor and/or the Office of Career Planning and Placement for access.

PRINT MATERIAL: Official Information and Requirements Publications for Professional Schools:

Association of American Medical Colleges. MEDICAL SCHOOL ADMISSIONS REQUIREMENTS- UNITED STATES AND CANADA (MSAR) Comprehensive admissions information on every accredited U.S. and Canadian medical school. Up- dated each year. See also www.aamc.org/students
American Dental Education Association. OFFICIAL GUIDE TO DENTAL SCHOOLS. Admissions requirements of all U.S. and Canadian Dental Schools as well as application information and financing a dental education. Updated each year.
Association of American Veterinary Medical Colleges. VETERINARY MEDICAL SCHOOL ADMISSIONS REQUIREMENTS. Admissions requirements of all U.S. and Canadian Veterinary Schools as well as information on all aspects of the application process. Up-dated each year.
American Association of Colleges of Osteopathic Medicine. OSTEOPATHIC MEDICAL COLLEGE INFORMATION BOOK. Information about osteopathic
medicine, profiles and admission requirements of all U.S. and Canadian schools of osteopathic medicine. Up-dated each year.
Association of Schools and Colleges of Optometry. SCHOOLS AND COLLEGES OF OPTOMETRY: ADMISSIONS REQUIREMENTS. Information about optometry, institutional profiles and admission requirements of all U.S. Schools and Colleges of Optometry. Up-dated each year.
American Association of Colleges of Podiatric Medicine. COLLEGE INFORMATION BOOKLET. Profiles and admissions requirements of all U.S.
Colleges of Podiatric Medicine as well as information about the American Association of Colleges of Podiatric Medicine's Application Service.
Audiology Foundation of America. AUDIOLOGY: A DOCTORING PROFESSION.
Information about the profession of audiology , requirements for admissions to school of audiology and online links to information about specific schools and programs in
audiology.

General Information for Graduate and Professional Schools and Related Material:

American Medical Association. HEALTH PROFESSIONS CAREER AND EDUCATION DIRECTORY. Information on 64 health-related professions and listings of 6,500 accredited educational programs in all 50 states, Puerto Rico and Canadian provinces.
Iserson, Kenneth V. Get Into Medical School! A Guide for the Perplexed; 2nd Edition. Tucson, Arizona: Galen Press; 2004. 460 p. A source of much information and suggestions for getting into professional school.
Associated American Dental School Application Service. INFORMATION FOR APPLICANTS. Information on dentistry as a career and information about the centralized application service sponsored by the American Dental Association. Updated each year.
Association of American Medical Colleges. (MD)2: MONETARY DECISIONS FOR MEDICAL DOCTORS; FINANCIAL EDUCATION AND WELLNESS (FEW.) A resource brochure containing information on financial considerations for medical education as well as numerous online sources of information on all aspects of medical education.
Scholes, LL, Herbst, L editors. KEEPSAKE: A GUIDE FOR MINORITY SCIENCE STUDENTS. New Orleans: Spectrum Publishers; 207p.
A resource guide designed to assist minority students in their pursuit of careers in biomedical science and health care. Has excellent information and can be used by all students interested in these career tracks.
National Board of Chiropractic Examiners. JOB ANALYSIS OF CHIROPRACTIC-A PROJECT REPORT, SURVEY ANALYSIS AND SUMMARY OF THE PRACTICE OF CHIROPRACTIC WITHIN THE UNITED STATES. A source of information on all aspects of the practice of chiropractic.
* Tysinger, JW. RESUMES AND PERSONAL STATEMENTS FOR HEALTH PROFESSIONALS. Tucson: Galen press, Ltd.; 1999. 210 p. A source of information on how to prepare resumes and construct personal statements including many examples of different styles and formats.
Ostrov, R. POWER READING. North San Juan, CA: The Education Press; 2002.
217 p. A course on speed-reading and comprehension designed to assist students in preparation for standardized tests.
KaplanTest Prep and Admissions. GRE EXAM - PREMIER PROGRAM. New York; Simon and Schuster. A prep test book for the GRE exam. Has online and CD-ROM parts as well as print. Practice tests, explanations of answers, study programs.

*Kaplan Test Prep and Admissions. MCAT Comprehensive Review. New York; Simon and Schuster. Study strategies, practice tests, answer explanations, reviews of subject areas. Includes CD-ROM component.

Carol Baffi-Dugan, ed. MEDICAL PROFESSIONS ADMISSION GUIDE- STRATEGY FOR SUCCESS. 5TH Edition; National Association of Advisors for the Health Professions. Information about all aspects of the application process for professional schools.
Evelyn W. Jackson, Harold R. Bardo, editors. WRITE FOR SUCCESS- PREPARING A SUCCESSFUL PROFESSIONAL SCHOOL APPLICATION. 2nd Edition; 1999. National Association of Advisors for the Health Professions, Inc. Information for students who will be submitting applications to professional schools.
Jackson, E.W., McGlinn, S. and Herrold, Linda. MEETING THE CHALLENGE OF THE MCAT- A TEST PREPARATION GUIDE. 2nd Edition. MedPrep, Southern Illinois University School of Medicine. Information designed to help students map a plan for MCAT preparation and provide study guides.
C. S. Jewell. GAME PLAN FOR GETTING INTO MEDICAL SCHOOL. 2000; Peterson's Thomson Learning.
Cynthia Robbins-Roth, ed. ALTERNATIVE CAREERS IN SCIENCE 1998. Academic Press. Information about a wide range of career tracks in science that
DeBuono,BA, Tilson, H, editors. ADVANCING HEALTHY POPULATIONS: THE PFIZER GUIDE TO CAREERS IN PUBLIC HEALTH; New York: Pfizer Pharmaceuticals Group, 2002. 211p. A source of information on many different career paths in the area of public health including education requirements.
Association of American Medical Colleges. (MD)2: MONETARY DECISIONS FOR MEDICAL DOCTORS/FINANCIAL EDUCATION AND WELLNESS (FEW).
Student financial aid resource brochure.

The following articles have appeared in The Advisor, The Journal of the National Association of Advisors for the Health Professions. Copies are available for student use.

APPLICATION SERVICES
ADMISSION DEAN'S ROUNDTABLE: MEDICINE AS A LIBERAL ART
BECOMING A PHYSICIAN: THE VALUE OF A LIBERAL ARTS EDUCATION IN PREPARING FOR A CAREER IN MEDICINE
FUNDAMENTALS IN FINANCIAL AID: FACTORS FOR CONSIDERATION BY HEALTH PROFESSIONS ADVISORS AND THEIR PREMEDICAL STUDENTS
FOREIGN MEDICAL SCHOOLS FROM THE PREMEDICAL ADVISOR'S POINT OF VIEW REVISITED
IS TAKING THE MCAT PRACTICE TESTS HELPFUL BEFORE TAKING THE ACTUAL MACAT?: PERCEPTIONS OF MINORITY AND DISADVANTAGED STUDENTS
A SIMPLIFIED APPROACH TO MOCK INTERVIEWS
AUDIOLOGY: AN EXCITING CAREER CHOICE FOR THE PRE-HEALTH MAJOR
A PUBLIC HEALTH PRIMER
PUBLIC HEALTH: A FIELD WHOSE TIME HAS COME-ASSOCIATION OF SCHOOLS OF PUBLIC HEALTH LAUNCH COMMON APPLICATIONSERVICE
THE INTERNATIONAL JOB MARKET FOR PUBLIC HEALTH GRADUATES:SUPPLY AND DEMAND
THE WINDS OF CHANGE IN VETERINARY MEDICINE RECRUITMENT AND ADMISSIONS
BECOMING A VETERINARIAN
WHAT IS REQUIRED TO BE A COMPETITIVE VETERINARY COLLEGE APPLICANT?
ORTHOTICS AND PROSTHETICS: MAKE A CAREER OF MAKING A DIFFERENCE EVERY DAY
PREDENTAL CLUBS HELP TO PREPARE STUDENTS FOR DENTAL ACHOOL
THE ASDA ADVANTAGE
THE ADMISSIONS PROCESS: A PRIMER FOR ADVISING PRE-DENTAL STUDENTS
FINANCING YOUR DENTAL EDUCATION
DENTISTRY CAREER OPTIONS- SOMETHING TO SMILE ABOUT

CD-ROM'S:

American Dental Education Association, ACADEMIC CAREERS IN DENTISTRY
SCHOLAR WARE, TOP SCORE PRO FOR THE DENTAL ADMISSION TEST.
Simulation of the DAT that emphasizes Biology, Chemistry, Organic Chemistry, Perceptual Ability, Reading Comprehension, and Quantitative Reasoning.
DIRECTORY OF CHIROPRACTIC COLLEGES
A listing of 17 Chiropractic Colleges from The Association of Chiropractic Colleges.
LOGAN COLLEGE OF CHIROPRACTIC- Information about all aspects of the school and its program.
Rick Ostrov's POWER READING
Instructions, exercises and drills to increase reading comprehension skills; should be used in conjunction with the book of the same name.

VIDEOTAPES:

American Dental Association, DENTISTRY-A UNIQUE PROFESSION

9. WEB SITES: HEALTH PROFESSIONS LINKS

ALLOPATHIC MEDICINE-
ASSOCIATION OF AMERICAN MEDICAL COLLEGES: www.aamc.org
AMERICAN MEDICAL ASSOCIATION: www.ama-assn.org
RESOURCES FOR STUDENTS: www.aamc.org/students
FINANCING MEDICAL EDUCATION: www.aamc.org/students/financing; www.aamc.org/md2; www.aamc.org/few
CAREERS IN MEDICINE: www.aamc.org/careersinmedicine
MCAT: www.aamc.org/mcat
OSTEOPATHIC MEDICINE-
AMERICAN ASSOCIATION OF COLLEGES OF OSTEOPATHIC MEDICINE: www.aacom.org
AMERICAN OSTEOPATHIC ASSOCIATION: www.aoa-net.org
DENTAL MEDICINE-
AMERICAN DENTAL EDUCATION ASSOCIATION: www.adea.org
AMERICAN DENTAL ASSOCIATION: www.ada.org
AMERICAN STUDENT DENTAL ASSOCIATION: www.asdanet.org
NATIONAL DENTAL ASSOCIATION: www.ndaonline.org
VETERINARY MEDICINE-
ASSOCIATION OF AMERICAN VETERINARY MEDICAL COLLEGES: www.aavmc.org
AMERICAN VETERINARY MEDICAL ASSOCIATION: www.avma.org
VETCENTRIC: www.vetcentric.com
OPTOMETRY-
ASSOCIATION OF SCHOOLS AND COLLEGES OF OPTOMETRY: www.opted.org
AMERICAN OPTOMETRIC ASSOCIATION: www.aoa.org
PODIATRIC MEDICINE-
AMERICAN ASSOCIATION OF COLLEGES OF PODIATRIC MEDICINE: www.aacpm.org
AMERICAN PODIATRIC MEDICAL ASSOCIATION: www.apma.org
AUDIOLOGY-
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION: www.asha.org
AUDIOLOGY FOUNDATION OF AMERICA: www.audfound.org
CHIROPRACTIC-
ASSOCIATION OF CHIROPRACTIC COLLEGES: www.chirocolleges.org
AMERICAN CHIROPRACTIC ASSOCIATION: www.americhiro.org
THE COUNCIL ON CHIROPRACTIC EDUCATION: www.cce-usa.org
NATUROPATHIC MEDICINE-

AMERICAN ASSOCIATION OF NATUROPATHIC MEDICAL COLLEGES: www.aanmc.org/index.php
AMERICAN ASSOCIATION OF NATUROPATHIC PHYSICIANS: www.naturopathic.org

PUBLIC HEALTH-

ASSOCIATION OF SCHOOLS OF PUBLIC HEALTH: www.asph.org
AMERICAN ASSOCIATION OF PUBLIC HEALTH: www.apha.org

10. ARTICULATION AND DUAL DEGREE AGREEMENTS WITH HEALTH PROFESSIONS SCHOOLS

a. ARTICULATION AND DUAL DEGREE AGREEMENTS, KING'S COLLEGE AND ROSS UNIVERSITY SCHOOL OF MEDICINE AND SCHOOL OF VETERINARY MEDICINE

King's College and Ross University School of Medicine in Dominica and Ross University School of Veterinary Medicine in St. Kitts, recently signed articulation and dual degree articulation agreements that will benefit King's students who wish to enter the medical or veterinary professions.

In each of these agreements, King's students who satisfy designated criteria will be guaranteed admission to either the medical or veterinary programs. In accordance with the dual degree articulation agreement, the possibility exists for King's students to enter the programs after their Junior year at King's and complete requirements for the B.S. degree during their first year of professional studies, saving a year of time and tuition. After the first year of professional studies, the student would receive the B.S. from King's and continue on with professional studies at Ross University.

Students in the medical school spend 16 months (4 semesters) at Ross University Medical School in the Commonwealth of Dominica, studying basic sciences. After that, the students are automatically placed in one of over 50 Ross-affiliated teaching hospitals in the United States for their clinical rotations. The students are eligible for USMLE exams as for any other medical students and the pass rate for the USMLE is 92%, quite comparable to students at U.S. medical schools. 96% of graduates obtain residencies in the U.S., again quite comparable to U.S. students. In fact, Ross University places more students in residencies than any other medical school.

The veterinary program is similar in operation; the student spends 28 months (7 semesters) at Ross University Veterinary School in St. Kitts, a member of the British Commonwealth of Nations, for pre-clinical studies, then is au