Biology Student Handbook
This handbook describes the many opportunities available to biology majors at Beloit College, contains information about schedule planning, and explains some of the whys behind the design of the curriculum. Consult your faculty advisor for clarification of any information presented in this handbook.
Table of Contents
Welcome to the Department
Requirements for the Majors
Biology Minors
Senior Capstone
Academic Advising
Selecting Supporting Courses
Directed Readings in Biology and Independent Research in Biology
Bachelor of Arts versus Bachelor of Science Degrees
Graduating with Departmental Honors in Biology
Awards and Scholarships
Research Facilities and Equipment
Experiential Learning, Study Abroad, and Professional Exploration
Teaching Assistants
Graduate and Medical School Counseling
Letters of Recommendation
Jobs and Career Information
Welcome to the challenging discipline of biology! This handbook will provide answers to many questions most frequently asked about the program. Some of this information also can be found in the College catalog, but is concentrated here for your convenience. We suggest that you read the entire handbook now to acquaint yourself with the department better; consult as necessary as you progress toward graduation. It will be updated periodically.
We try to provide a variety of opportunities for you to be a biologist and to get to know your fellow biologists, but it is up to you to take advantage of them fully. We urge you to get involved by participating in departmental activities. How? For starters, attend biology events such as seminars and potlucks--it's a great way to get to know fellow biology students and faculty.
The Biology Department is student centered. Students hold several jobs including posting notices, organizing and cleaning laboratory materials, organizing activities, assisting the chair, and caring for plants and animals. Students participate in departmental, divisional, and college-wide governance. Elected students represent majors at departmental and divisional meetings, voicing opinions and voting on issues. Talk to the chair or student departmental assistant about jobs or becoming a representative.
The faculty members of the Biology Department love biology. We welcome you to experience the many rewards of being a biologist, and particularly of being a Beloit College biologist. We look forward to getting to know you better throughout the coming years--while at Beloit and beyond.
Biology is an extremely diverse field that has changed greatly from descriptive natural history to a quantitative, analytical science during the past century. Biology is interdisciplinary by nature and incorporates and builds on the other sciences and mathematics. We offer four fields of concentration within the biology major: Ecology, Evolution, and Behavioral Biology; Environmental Biology; Mathematical Biology; and Molecular, Cellular, and Integrative Biology. Each concentration offers choices to accommodate individual student preferences while directing each student to experience the breadth of biology in its current state and to gain a depth of understanding in the chosen area of concentration. Choose the field of concentration that best fits your interests or goals after consulting with a faculty member.
All of the fields of concentration are interdisciplinary. They all require 7.5 or 8.5 "core" biology units that provide a broad background in biology. This core curriculum consists of elective courses from each of three broad areas of biology (at least one introductory organismal course; two ecology, evolution, and behavioral biology courses; and two integrative, cellular, and molecular courses) plus Biometrics (an experimental design and statistics course), Genetics, and a senior capstone course. In addition, all concentrations require at least two chemistry and one mathematics courses. In addition to these courses, three or four units of appropriate courses in biology or other sciences, mathematics, or social sciences are required. These courses serve to provide depth of understanding in the chosen field of concentration. We refer you to the Beloit College catalog for specific requirements for each field of concentration. Checklists are available outside of the computer lab.
Prospective biology majors should talk with a biology faculty member as soon as possible regarding course planning--you need not wait until you formally declare the major. As you plan your courses, keep in mind that biology is somewhat hierarchical. The hierarchy of courses is reflected in the prerequisite structure, as well as in the numbering scheme (100s, 200s, 300s). Normally, a student takes all required 100-level courses first or, in some cases, concurrently with upper level courses. At least one 100-level organismal course (Human Biology, Zoology, Botany, Microbiology, or Marine Biology) is required of all biology majors. In addition, all students take Biometrics (Biology 247) and Genetics (Biology 289). These courses provide much of the knowledge and skills required for other courses, particularly for those at the 300-level. Thus, we recommend completion of the organismal course by the end of the second semester, of Biometrics by the end of the 4th semester, and of Genetics by the end of the 5th semester. In order to permit greater freedom in completing subsequent courses, the mathematics and chemistry courses also should be completed early, preferably in the student's first year.
Note that most courses are not offered every term, and in some cases, are not offered every year. Therefore, it takes planning to fit in required and elective courses. Occasionally, course substitutions may be permitted, with written approval of the biology advisor and the chair of the biology department. Your advisor may have more up-to-date information than is available in the College catalog regarding long-term course scheduling in Division I (the natural sciences, mathematics, and computer science). Regarding short-term scheduling: a week or so prior to midterm break, all departments in Division I put their proposed course schedule for the following term on one of the whiteboards in the Science Center atrium. Division I students then have the opportunity to view the schedule before it is sent to the Registrar. Students report scheduling conflicts and faculty try to adjust the schedule to minimize conflicts.
The Biology department offers two minors in biology. The minor in Biology and Society focuses on the interaction of humans and biology. Course choices offered in the minor allow the student to focus on an issue of interest (e.g., environment or health). The minor requires four courses representing all three levels in the biology curriculum (100, 200, and 300), as well as two supporting courses (one in social sciences or humanities, and one with a statistical focus)
The minor in Integrative Biology focuses on the mechanisms by which organisms regulate life processes, grow and develop, reproduce, and behave. The minor requires five courses representing 100, 200, and 300 levels in the biology curriculum, as well as one supporting course in chemistry.
Choose the minor that most reflects your interests and/or that best complements your major.
There are two options for the capstone experience for biology and biochemistry majors: Biology 385, a topically focused course in which students read the current literature on a topic, discuss and debate it, and write a culminating, peer reviewed manuscript, or Biology 387, a faculty-mentored independent study in which the student writes a critical review or primary research manuscript. Students may submit their manuscripts for publication in The Beloit Biologist, the department’s in house journal. The Beloit Biologist is distributed to biology and biochemistry majors at the end of the spring semester.
When you "declare your major" (by completing a yellow Field of Concentration card available from the Registrar), you may select a major advisor from the department's full-time staff in consultation with the department chair. There are several situations that might limit your choice. Ordinarily, first-year faculty do not serve as academic advisors, and we try to balance the number of advisees per faculty member. Faculty on leave must temporarily assign their advisees to someone else on the staff.
We encourage you to seek advice from all biology faculty. Your advisor will not feel slighted if you seek additional opinions; rather, she or he will respect and encourage the care you are taking in planning your program. Although your advisor will need to sign your registration card, you should discuss academic and personal problems with whomever you feel most comfortable. If you find yourself routinely seeking advice from someone other than your advisor, you might wish to consider requesting a change of advisor.
No single set of supporting courses is recommended for all students. We urge you to review your educational goals and elect courses that satisfy interests and extend competence in subjects or skills in which you are weak. Virtually any additional science, mathematics, or computer science courses would be valuable, and are especially encouraged if you plan to attend graduate school in biology. Chemistry 220, 230, and 235; Mathematics 110 and 115; and Physics 101 and 202 will help in your preparation for graduate study in biological and medical fields. Additional courses (e.g., Chemistry 240, 245, and 300; Mathematics 175; Geology 100, 105, and 210, and Computer Science 111) may be appropriate for graduate work in biology.
There are many other courses that might complement your biology major. Here are a few that might not be immediately obvious to you. As in all fields, you need to be able to communicate your findings; thus, we advise that you elect one or more courses designed to improve communication skills (such as Expository Writing, Writing across the Curriculum, and Public Speaking). Because many aspects of biology are visual, a variety of art classes such as Photography, Drawing, and Computer Art nicely complement the discipline. The ability to speak and read a foreign language will aid in communication with future international colleagues, and is required by many graduate schools. If you plan a career in a people-oriented field (e.g., medical and almost any other field!), consider taking some social science courses that will broaden your understanding of individuals and social institutions, or philosophy courses that address ethics or the philosophy of science.
Directed Readings in Biology and Independent Research in Biology
The Biology Department offers two means for students to explore topics that are not covered in regularly offered courses. Directed Readings in Biology (Biology 391) and Independent Research in Biology (Biology 392) are individualized, student-designed courses sponsored by a member of the faculty. Biology faculty will sponsor a directed reading or independent research if they feel competent and have the time to supervise your proposed project, and if they judge that you have the academic background to complete the project successfully. You may arrange for either 1/2 or 1 unit by filling out a contract (obtained from the Registrar) with a faculty sponsor and submitting copies to the Registrar's office.
Directed Readings in Biology (Biology 391). In many cases students benefit from directed reading in a particular area of interest. These areas are typically ones for which the Biology Department does not offer formal coursework, or ones in which students would like additional exposure beyond that available in existing courses. With the help of the faculty supervisor, students identify readings of interest from the relevant primary literature, critically analyze those readings, and then discuss them with the supervisor. This course may begin with textbook readings and discussion to introduce fundamental concepts and principles. Fundamental concepts and principles are explored in depth through review of articles and the primary literature. Students will be responsible for reading, presenting, and critiquing this literature during tutorial sessions with the faculty supervisor.
Independent Research in Biology (Biology 392). A research experience can be an important aspect of undergraduate learning for biology majors. To have its optimal effect, that experience should involve independent work by the student with supervision by a member of the Biology faculty, and should represent original research at a level appropriate to the student's background, interest, and ability. It should also include critical reading of the relevant primary literature, and communication of results orally, visually, and in writing. A research experience should begin with readings and discussion to introduce the concepts, principles, and methods of the research topic. Students then design and perform original research under the supervision of a faculty member in the Biology Department. Finally, the student communicates her/his results in a written research report and/or at local, regional, or national meetings.
Bachelor of Arts versus Bachelor of Science Degrees
The following paragraph regarding undergraduate degrees comes directly from the College catalog.
The Bachelor of Arts and Bachelor of Science degrees are conferred by Beloit College upon completion of the prescribed requirements. The degree normally awarded is that of Bachelor of Arts. Those whose major field of concentration is in the natural sciences (biology, biochemistry, chemistry, geology, and physics) may, however, elect to receive the Bachelor of Science degree if they present a minimum of four units in science and/or mathematics outside their major department. Students whose major field of concentration is mathematics or computer science may elect to receive the Bachelor of Science degree if they present a minimum of four units in the natural sciences. This election is normally made at the time of the selection of the major field of concentration and must be made prior to the beginning of the senior year.
Students completing all biology concentrations automatically satisfy the requirements for a Bachelor of Science degree because they complete at least two mathematics and natural science courses outside of the biology department.
Graduating with Departmental Honors in Biology
The goals of the honors program in biology are: (1) to encourage independent research in biology; (2) to enhance the ability to communicate biological ideas; and (3) to recognize significant academic achievement in biology. To be considered for departmental honors, a student must submit written notification of his or her intent to the department chair before or during the first semester of the senior year. Students must complete independent research equivalent to one unit of Beloit College work. This work may be completed as an independent integrative course, a summer research experience, or an internship. A paper must be published in The Beloit Biologist or another agreed-upon journal. Students generally take BIOL 387: Manuscript Preparation for The Beloit Biologist when they write their manuscripts. An oral or poster presentation of the research project must also be given. In addition, a student must complete five full-unit courses in biology at Beloit College and must achieve a strong B average in biology courses.
Several individual donors have generously established endowed funds; income from some of these funds allows the department to grant several monetary or material awards, fellowships, and scholarships; other rewards are recognition rewards. Selection of recipients is made by the biology faculty. Criteria for selection vary as noted under each award. Recipients of awards, fellowships, and scholarships are announced at an informal departmental celebration (held at noon on the last day of classes) and at the College's annual Honors Day Convocation.
J.N. "Ding" Darling Award. Awarded annually to a sophomore or junior student with the greatest proficiency, communication skills, and promise in the field of conservation. The award honors J.N. "Ding" Darling, 1899 graduate, founder and first president of the National Wildlife Federation, designer of the first federal duck stamp, and Pulitzer prize-winning cartoonist.
Donald S. Dean Biology Education Award. Awarded annually to students with demonstrated commitment to generating innovative curricular materials and/or becoming a life science educator.
Walter S. Haven Research Award. Walter S. Haven (valedictorian of the class of 1887 and trustee of the College) established this award to encourage undergraduate research in the biological sciences. Biology majors can apply for this award to help defray the costs of a research project by submitting a proposal to the chair of the department.
Elizabeth W. Souter Award. Established in 1999 by the Biology Department to honor Professor Elizabeth W. “Betty” Souter for her exceptional research and teaching accomplishments as a valued member of the Biology Department 1957-1978. This award for outstanding scholarship is presented to a biology student with high academic achievement and potential for research.
Gertrude E. Sweet Award. Established by the Biology Department in 1999 to honor Gertrude E. Sweet for her exceptional service to students and colleagues as a valued member of the Biology Department 1957-1971. This award is presented to a biology student who is committed to serving others and demonstrates leadership in confronting societal issues related to the life sciences.
Ann M. Verville Scholarship. Granted annually to the graduating biology major chosen by the faculty as the outstanding scholar. Awarded in memory of Ann M. Verville (1947-1971), biology major and 1970 graduate.
J. Carl Welty Award. Awarded annually to the graduating biology major who has contributed most significantly to the department. Awarded in honor of J. Carl Welty, professor emeritus of biology and faculty member from 1934-1967.
J. Carl Welty Scholarship. Awarded annually to a junior of superior scholarship who plans a professional career in ornithology or conservation. Awarded in honor of J. Carl Welty, professor emeritus of biology and faculty member from 1934-1967.
Susan Fulton Welty Award. Awarded annually to first year students who show exceptional academic achievement and personal commitment to studies of environmental affairs. Honors Susan Fulton Welty, long-time friend of the department, noted writer, and wife of J. Carl Welty.
Keck and LaVaughn Kunny Award. Awarded annually to a superior biology student with interests in aquatic biology or histology. Established in memory of Bartholmew "Keck" Kunny who taught biology at Beloit College from 1948-1976.
Research Facilities and Equipment
The Biology Department is housed on the first and third floors of the Center for the Sciences at Beloit College. Four large laboratories equipped with standard equipment are designed for class use, and many smaller laboratories house specialized, state-of-the art equipment used primarily for advanced laboratory exercises, and student and faculty research. Facilities include a research suite, a sound-analysis laboratory, a tissue culture clean room, a computer laboratory, an herbarium, a greenhouse with four temperature-controlled areas, an animal room. In addition, field exercises and research projects are conducted at the 32.5 acre Newark Road Prairie and the 50-acre Chamberlin Springs Woods.
The biology student lounge (“Café Bio,” adjacent to the computer lab in SC341) serves as a meeting place for students to study, relax, and pursue lively scientific (and not-so-scientific) discussions during breaks between classes or other times. Lockers are available for securing personal items. Keycard access to Café Bio is available for all biology majors.
Experiential Learning, Study Abroad, and Professional Exploration
The faculty of the Biology Department takes the College's emphasis on experiential learning very seriously and incorporates experiential learning in every course. Students may pursue research with Beloit faculty members during the academic year and the summer. Many research projects are initiated each year under the direction of Beloit faculty. For example, research grants to faculty and departmental funds have helped support student research during the summer.
Internships and field experiences serve to further experiential learning. Each summer, internships at research facilities such as Argonne Laboratories, Rush University, and the University of Chicago, as well as others in the Beloit area, are available to Beloit biology majors. Opportunities also are available through the Coe College Wilderness Station and a variety of Research Experiences for Undergraduates at universities and colleges throughout the United States.
Study abroad opportunities include programs in the Galápagos Islands, Costa Rica, Australia, Denmark, New Zealand, Tanzania, and England, and Scotland. Biology students have participated in domestic study-away programs such as the Semester in Environmental Science at the Marine Biological Laboratory in Woods Hole, Massachusetts, SEA Semester, and Washington Semester.
We encourage you to present your original research to a broad audience. Students often present at the Beloit College Student Symposium held in April each year and the International Symposium held each November, at regional or national student symposia (e.g., the Midstates Undergraduate Research Symposium), or at regional or national biological meetings (e.g., the American Ornithologists' Union or the National Athletic Trainers Association). The College and the department underwrite a portion of the cost of many of these outside presentations.
A position as a teaching assistant is an honor, available to only a few students each year. If you are interested in being a teaching assistant, express your interest to individual faculty. We select teaching assistants on the basis of prior coursework in biology, schedule compatibility, and potential as a teacher. Assistants elect Teaching Assistant (Biology 395) for 1/2 credit, Professional Experience (Biology 398) for no credit, or, if on work-study, payment for up to 10 hours per week.
Graduate and Medical School Counseling
Within the last ten years, about 15% of our graduates have chosen to continue their education by attending medical, dental, or veterinary schools. Students interested in any of the health professions should see Demetrius Gravis or Marion Fass to obtain a copy of the Health Professions Handbook that contains information about the application procedure, requirements for admission, and strategies for success. Students should begin planning courses and activities early in their academic careers.
Our department has an excellent record of placing students into graduate programs around the country. In the past 10 years, about 50% of our students have elected to continue in some graduate program, though some took a year or two after graduation to make that commitment. Most (about 80%) have continued studies in biology; others have pursued graduate work in anthropology, history and philosophy of science, geology, outdoor education, counseling, classics, or education. Recent graduates can be found at University of Wisconsin, Harvard, University of Washington, Vanderbilt University, Tulane University, Massachusetts Institute of Technology, Washington University, University of Arizona, University of Texas, University of Oregon, New Mexico State University, University of Minnesota, and University of Illinois.
If you are considering graduate school, you should discuss procedures and options with your advisor no later than the second semester of your junior year. This is necessary to allow time for receiving applications in the mail and registering for the required entrance exams. Most graduate programs in biology require applicants to take the Graduate Record Exam (GRE), and some may require the Advanced Subject Test in Biology, which can be taken at the same time as the GRE or on a different date. Most students take these tests during the fall of their senior year. One of our alumni at a prestigious school has suggested that because many schools place a strong emphasis on GRE performance, students should make an effort to do well. Because performance on these types of exams improves with practice, he suggests that students take them in their junior year for practice, and then again in the fall of their senior year. Alternatively, take advantage of practice exams given on campus, practice programs on CDs available in the campus bookstore, or courses that stress strategies and practice (e.g., "Kaplan" courses). Results from the general GRE are used by many universities for admission purposes as well as to determine level of funding.
Much information about graduate programs is posted on the bulletin boards in Café Bio. Current information about programs and departments is now readily available on the internet and students are strongly encouraged to browse the WWW to get the most recent information. One site (http://www.phds.org/ratings) allows you to create your own customized rankings of graduate schools by assigning importance weights to over 20 different criteria. For example, you can create a ranking system that combines educational effectiveness, low time to degree, and high percentage of students with funding. The rankings are based on a variety of sources including the National Research Council.
Many students have difficulty deciding whom to ask for letters of recommendation when they apply for graduate study, a job, or a special opportunity such as a resident hall assistant. Personal contact with several faculty members is essential for meaningful letters of recommendation. Doing a research project, completing a special project course, serving as a teaching assistant, being active and visible in the department, making a special effort on an individual project for a course, and participating in optional activities are all ways that faculty get to know you.
Because you may want a letter of recommendation from a faculty member who has not seen you in several years, it is helpful to keep a file of excellent work you have done at Beloit College. When you ask for a letter of recommendation, remind faculty of your strengths, tell the faculty member if you want any particular ability/quality stressed, and if you think it's necessary, offer copies of your past work. A well-prepared, up-to-date resume will help. Two rules of thumb: (1) don't assume that faculty will remember your work in detail, and (2) don't be humble.
Faculty do not honor all requests for letters of recommendation. A member of the faculty may feel that he or she does not know you well enough or cannot recommend you for a particular job. If you ask for the letter a day or two before it is due, the faculty member may not have time to write a meaningful letter. Most faculty will not write a letter unless you waive your right to view the letter; such a waiver protects not only the faculty member, but also other majors and alumni who may be mentioned in the letter for comparison purposes. Please ask each faculty member whether he or she is willing to write a letter, and ask well before the due date (a month is customary). Remember to tell faculty about the position or award you are seeking because different strengths may need to be emphasized for different applications. Finally, it's common courtesy to inform the recommender about the outcome--did you get the position/award or not?
Because our program is broad-based, provides a firm foundation in the biological sciences, promotes a hands-on approach, and emphasizes communication, our graduates are well prepared for entry-level positions in biology as well as in non biology-related employment. Our alumni have pursued a variety of interests, including careers in teaching, pharmacology, oceanography, fruit farming, ecology, immunology, scientific sales, health care administration, wildlife biology, and medical fields. Many choose to enter the Peace Corps for a number of years prior to pursuing a career or graduate study. The biology faculty will be glad to discuss career opportunities with you and suggest research or field terms that might help you decide on a career. Many career or short-term positions are posted in Café Bio and distributed by email. You are encouraged to visit the Career Services (711 Emerson St.) for information on vocational interest testing, job listings, résumé preparation, and interviewing skills.