January  2014   Volume  12  Issue  4  

BioMass

What to Expect on the Pre-Med Track

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Many incoming first years start off their college career at St. Olaf with the intention of attending medical school. Not all these students are aware that being “pre-med” requires a lot of planning in order to ensure one is fully prepared for the medical school application process. Ted Johnson, professor of biology and former chair of the Health Professions Committee, put together a helpful guide for Oles preparing to go on the pre-med track. This article is an overview of his “Preparations for a Career in Medicine” guide, which can be found on the St. Olaf website. LINK HERE

While there is no strict timetable for pre-med students, there are a few general goals to meet each year to stay on track. First year students should meet with

Contents

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What to Expect on The Pre-Med Track

Club Spotlight – Herpetology Club

Spring Seminars and

Events

Where and What StO Biology is Happening Right Now?

Continued

page 4 Student Naturalists: Minnesota Winter Survival

Student  Coordinator:  Alex  Ripperger  ‘14  

By Alex Ripperger ‘14

page 5 Summer Research and Letters of Recommendation

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their advisors to plan their schedules for the next four years. It can be tricky to fit in not only medical school pre-requisites, but also major and general education requirements. This is especially important if students are planning on going abroad during their time at St. Olaf. Finally, first years should take advantage of the numerous health professions aliases that provide information about on-campus events, internships, and scholarships.

Sophomores should have a major selected by the end of the year and meet with their advisor to review their progress and future goals. This year is a good time to apply for internships, research, or summer jobs in medicine or healthcare. Students may also consider volunteering and participating in extracurricular activities- medical schools want well-rounded individuals in their programs.

During their junior year at St. Olaf, pre-meds should begin investigating which medical schools they are interested in applying to, depending on GPA, cost, or state of residency. Students should begin studying for the MCAT, and plan on taking it for the first time in April. This allows for a re-take if needed in June.

The American Medical College Application Service (the “Common App” for medical schools) starts accepting applications on June 1st, and because many medical schools have rolling admission, it is best to turn in your application as early as possible.* Students should arrange for their transcripts and the appropriate number of recommendation letters (including one from the Health Professions Committee) to be sent to AMCAS.

After submitting the first application, students will usually receive a secondary application sometime during the summer or in the early months of their senior year. From there, medical schools will narrow the pool of applicants down and invite students to be interviewed during the fall and winter. Medical schools typically offer spots for the incoming class in March.

Oles are lucky to have many resources on campus for those who are pre-med. All members of the Health Professions Committee are committed to encouraging and aiding students as they work toward their goal of attending medical school. The St. Olaf Pre-Med Club allows students opportunities to connect with other pre-meds and gain insight into various medical specialties. Being pre-med can be a challenging track in college, but with planning, and the support and resources available at St. Olaf, students can succeed in achieving their dreams.

*Not all students do (or should) apply to medical school during the summer before senior year. Nationally, most applicants take 1-2 gap years before applying. This period between college and medical school can be enriching and rewarding, and it can also help applicants to compete with an increasingly experienced and well-rounded applicant pool.

Spring Seminars and Events

Feb 17 Biology in South India Seminar, 4:00 p.m. Feb 21 Chris Linder of the Polaris Project has a new exhibit in Flaten on Rivers and Streams and will be speaking. Feb 24 Al Mensinger, Univ. of Minnesota, Duluth; Neurophysiology of fish behavior; 4:00 p.m. March 10 Costa Rica and Equatorial Biology Seminar; 4:00 p.m. March 17 Peru and The Natural Lands Seminars; 4:00 p.m. April 10-11 BIG DATA 2013-14 Science Symposium

April 26 MN Academy of Science Annual Meeting & Winchell Undergraduate Research Symposium at St. Mary’s

University of Minnesota, Winona. Registration is open now. April 28 Distinction in Biology Presentations

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Where and What StO Biology Is Happening Right Now?

Bio 124 Bio of Women with Professor Bowers

Bio 135 Thinking and Doing Biology with Professor Giannini

ChBi 126 Chemistry Biology II with Professors Listenberger and Abdella

Biology ES 228 Environmental Health with Professor Angell

Biology 386 Animal Behavior with Henry Kermott

Biology 391 Topics Course – Developmental Neurobiology with Professor Demas

Bio 284 Peruvian Medical Experience with Professor Ted Johnson

This course is a service/learning experience. Week one is spent on campus learning basic clinical techniques, examining emerging disease, and studying existing health care issues. Students spend three weeks in Cuzco, Peru, assessing patient needs in a public hospital, a homeless shelter, orphanages, and a small village. Week four involves discussion and writing reflective journals.

Bio 288 Equatorial Biology with Professors Walter and Center

Intensive field-biology experiences within three equatorial New World environments: the Amazon rainforest, the Andes cloud forests, and the Galapagos Islands. Students compare the rich biodiversity, the adaptations and natural history of species, and the influence of human impact on these areas. Preparation for class requires readings from texts and primary literature concerning ecological and environmental issues specific to each of these regions. Based in Quito, the three field expeditions alternate with home-based rest days allowing for reflective writing in journals, assimilation, and discussion.

Bio ES 286 Tropical Ecology and Sustainable Land Use in Costa Rica with Professor Kathy Shea

Students study first-hand the most diverse ecosystems on earth. This intensive field-oriented course explores lowland rain forest, montane forest, dry forest, and coastal and agricultural ecosystems through projects and field trips. Students read and discuss texts and primary literature specific to ecology, evolution, conservation, and agricultural practices of each area, and keep reflective journals.

Independent Study – 3 Bacterial Stalk Biogenesis, De Novo Engineered IgG, and Phytochemistry Independent Research – 4 Caulobacter Genetics, Retinal ecophysiology, Neuronal Morphology and Lipid Droplet Research Academic Internships – 14

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The St. Olaf Herpetology Club is dedicated to educating students on the life histories of reptiles and amphibians, as well as promoting discussion about emerging scientific research within the field of herpetology. Our club uses scientific literature and films as the basis for discussion at our weekly meetings. Occasionally, we are even able to bring in live animals as a way to observe these amazing creatures up close and personal.

Throughout the year, we also plan several weekend trips to the College’s research station at the Weaver Dunes Preserve in Kellogg, MN so that we may experience our state’s diverse herptofauna first hand and in their natural habitat. This spring, one such trip will focus on locating and assisting the hatchlings of one of Minnesota’s threatened turtle species, the Blanding’s turtle (Emydoidea blandingii) in crossing roads and generally avoiding human disturbance after emerging from their nests. The warmer weather may allow us an opportunity to see a number of other turtles, snakes, frogs, and salamanders in the nearly 600 acres of protected habitat surrounding the field station.

For those who like some hands on activity here on campus, Herpetology Club is also the caretaker of the terrarium in the 4th floor atrium of Regents. This tank currently houses two species native to Minnesota, a female Northern leopard frog (Rana pipiens) and three hatchling Ouachita map turtles (Graptemys ouachitensis). We are currently in the planning stage for designing a new tank for Regents that may house Dendrobatid (i.e., "poison dart") frogs in the future, but don't worry, our frogs will not be poisonous! Our goal is for this new tank to serve as an educational tool, showcasing some of the world’s most beautiful amphibians as ambassadors for their wild relatives by raising awareness of the value of promoting conservation efforts to preserve these animals’ precious rainforest habitats.

If interested in joining us for the upcoming semester, contact Cody Ewers (ewers@stoalf.edu) to be added to the email alias, and check us out on our Facebook page: “St. Olaf College Herpetology Club.”

Image: students in Herpetology Club examining a bearded dragon

Club Spotlight: Herpetology Club

Minnesota Winter Survival Strategies By Nora Flynn ‘15

By Cody Ewers ‘14

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Minnesota is known for its sweltering summers and bitter winters. Each seasonal extreme spurs a series of weather related groans. It’s not uncommon to hear outcries of “Why do we even live here?!” or “I wish I could hibernate!” I have wondered on windy days of subzero temperatures how anything survives our long snow-covered winters.

Some Minnesotan species have taken the seemingly easy way out: migration. The quest for warmer temperatures can, however, be quite the perilous adventure that requires an enormous amount of energy. Upon departure from their summer habitat, up to 50 percent of a bird’s body weight may be comprised of fat stores, preparing them for hundreds of miles of flying. For our beloved state bird- the loon- take-off is made even more difficult because, unlike most birds, their bones are solid, not hollow. The added weight helps loons dive for food, but also means they need at least a 100-foot runway to become airborne. Once in flight they can travel approximately 70 mph. The 10,000 plus loons living in Minnesota depart in October to early November and spend the winter along the Atlantic coast. By the time they arrive, they have lost most of their body fat and must use whatever remaining energy they have to settle into their new habitat.

Loons are lucky to have the ability to fly long distances; for a mammal of the same weight it would take 10 times the amount of energy to travel the same distance over land. Thus, some local mammals avoid the strain of limited food resources and demanding climate by waiting out the cold until spring arrives. Black bears hibernate in their dens for up to 6 months at a reduced metabolic state. During this time they don’t eat, drink, urinate, or defecate. Females will rouse periodically to feed their young. Despite their inactivity, when bears emerge in the spring they have experienced very little muscle or bone mass

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Summer Research 2014 and Letters of Recommendation

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loss. Scientists are studying the genes of black bears in hopes of finding therapies for osteoporosis in humans.

For many species, migration and hibernation are not an option. For the snowshoe hare, whose average life span is only a year, winter is an important time to keep active. Large, furry feet provide a high surface area to body mass ratio, which helps keep the hare on top of snow. The snowshoe hare is known for its color change that occurs over 10 weeks from fall into winter. Shorter days trigger the growth of their winter coat called the “leucistic phase.” The white color may serve to minimize heat exchange with the environment, explaining why other northern species have also evolved to have white feathers and fur.

This winter some humans will get to migrate (while some of us will pretend we are hibernating), but for most of us, our survival strategy is resistance. If resistance sounds glum, think about embracing the cold by staying active outdoors and observing nature’s ingenuity and strength to endure. Then, like any good Minnesotan, head inside for a hot mug of cocoa.

Participating in a summer research or internship program can be an extremely beneficial and rewarding experience for undergraduate students, no matter what their field of interest or career goals are. Below you will find instructions for requesting letters of recommendation. For more advice about applying to and finding summer programs, please see the biology department webpage, visit the Piper Center (web pages or in person), or talk with your professors. Before you read further, please be aware that starting this year students who ask professors for letters of recommendation for summer programs are required to submit a google form (coming soon) with information about all programs to which they are applying, AND to later submit a google form (coming soon) with information about where they were accepted/denied and where they ended up going. Letters of Recommendation

This is something that you need to be very mindful of. Many faculty write hundreds of letters per “season” for summer research applications – in order for us to provide you with the best possible letters, you need to provide us with the clearest and most helpful organization. Some departments and faculty have more specific requirements, but here are some absolute rules! • Choose people who know you well enough to write about you, rather than to simply restate what grade you got in their

course. • Give potential recommenders the opportunity to say “no” by asking whether or not they feel comfortable writing you a

strong reference. • A professor cannot write for you unless you have completed the appropriate FERPA forms (see the FERPA page on the

Registrar’s site). Most students select the “waiver” with the 6-month box checked; if you instead choose the “consent” you need to be aware that a faculty member may not write for you in this case, and that letters of recommendation where access has not been waived are perceived by readers as being weaker than waived letters.

• A professor also cannot write for you unless you complete the mandatory google form (coming soon) with information about the programs that you are applying to.

• You must supply each recommender with a signed FERPA form, as well as a clear and thorough list of all program sites, names, deadlines, and instructions (like whether an additional form is required, or whether the recommender should expect an email with a link to that program’s reference form, etc.) - find out whether your recommender would prefer this in hard copy or in electronic form. If there are programs that require a snail-mail recommendation, you need to provide stamped and addressed envelopes for those.

• Be prepared to provide any other materials that your recommenders request in order for them to produce the best possible letter; these often include a resume, personal statement, and/or a degree audit copy.

• Give your recommenders their requested time (usually 2-3 weeks) after receipt of all pertinent information to submit your LORs on time.

• You need to make every effort to have all program information compiled for your recommenders together at one time. We realize that deadlines may range from January to April, but it is challenging for us to have program information trickling in from a student. This may seem trivial to you, but please remember that faculty are often writing for so many people that they do not have the extra time to keep returning to one student over and over again.

• It’s a good idea to write a thank-you note to each recommender!