Biology at Washington & Jefferson College

Biology Majors' Handbook

Introduction

Biology Faculty

Facilities

Abernathy Biological Field Station

The Biology Curriculum

Certification for Teaching Biology

Certification for Teaching Environmental Studies

Phi Sigma Biological Science Honorary

Biology Seminar

Approved Format for Biology Seminar Abstracts

Advising/Letters of Recommendation

Departmental Prizes

Practical Experience in Biological Areas

Departmental Employment Opportunities

Graduate Record Examination

Independent Study Guidelines

What W&J Biology Major Graduates Do

INTRODUCTION

            The purpose of this handbook is to make your time as a biology major easier and more beneficial for you.  Most students do not take full advantage of the opportunities available to them.  Education is peculiar in that it is an area where people do not seem to desire to receive their money’s worth.  We would like to change that thinking mode.  In these pages we further emphasize what the W&J Biology Department has to offer you.  Some policies and procedures of the Biology Department are also presented.

BIOLOGY FACULTY

Ronald J. Bayline-Assistant Professor of Biology--Neuroscience, Developmental Biology
B.S. Pennsylvania State University
Ph.D. Cornell University

Candy S. DeBerry- Assistant Professor of Biology--Cell Biology
B.S. University of Maryland
Ph.D. Johns Hopkins University School of Medicine

Richard L. Dryden-Professor of Biology--Microbiology, Immunology
B.S. Allegheny College
M.S. University of South Carolina
Ph.D. North Carolina State University

Robert M. East-Assistant Professor of Biology--Environmental Studies
B.S. Murray State University
M.S. Texas A&I University
Ph.D. Texas A&M University

Roy A. Ickes-Professor of Biology--Ethology, Vertebrate Anatomy
B.A. Indiana University of Pennsylvania
M.S. University of Maryland
Ph.D. University of Pittsburgh

Alice G. Lee-Associate Professor of Biology--Genetics, Molecular Biology, Biochemistry
B.S. University of Maryland
M.S., Ph.D. Georgetown University

A. Christina W. Longbrake- Assistant Professor of Biology--Botany, Plant Ecology
B.A. Mount Holyoke College
M.A. University of California at Berkeley
Ph.D. Ohio University

James G. March- Assistant Professor of Biology--Ecology
B.A. Macalester College
Ph.D. University of Georgia

Anne K. McGrain-Biology Program Coordinator
B.S. Lehigh University
Ph.D. Binghamton University

Dennis G. Trelka-Professor of Biology (Department Chair)--Animal Physiology
B.A., M.A. Kent State University
Ph.D. Cornell University

FACILITIES

            The biology department is housed in Dieter-Porter Hall with each of the professors located in office-complexes consisting of both an office and an associated laboratory for student and/or faculty research.  Two freshman laboratories are in the basement with a large preparation room between them.  Across the hall is the cold room that is kept at about 50°F for cold-blooded animals such as frogs and turtles.  An animal room for warm-blooded animals such as mice and rats is situated on the third floor.

            The six advanced labs are:  animal behavior/vertebrate anatomy, animal physiology, animal development/ecology/invertebrate zoology, botany/field biology/evolution, biochemistry/cell biology/molecular biology/genetics, and microbiology/immunology.  These classrooms are used for other biological subjects as well.  Each of these laboratories has an associated preparation room.  Additional rooms available are a greenhouse, stream room (for the study of organisms living in moving water), and a cell culture room.

            Classroom lectures are usually given in one of the two lecture rooms.  An auditorium in Dieter-Porter Hall is also available for speakers or lectures.  Field courses commonly make use of a fifty-acre plot four miles from campus that is available for our use.

ABERNATHY BIOLOGICAL FIELD STATION

           The 54-acre natural area depicted above, located four miles southeast of the College and once owned by Dr. E. L. Abernathy, is available for research and course instruction.  The terrestrial flora and fauna of the property are quite diverse (e.g., there are over 100 different tree species within its boundaries), and several small streams are present for sampling aquatic organisms.  Students should not visit the field station unless accompanied by biology faculty.

THE BIOLOGY CURRICULUM

            The field of biology is quite diverse so considerable leeway is given to students in developing their course of study.  It is important that students work closely with their advisors while scheduling courses.  Since specialization within biology has become more prevalent the department has formulated two tracks for fulfilling the major.  The General Biology track is the one most likely to be used by pre-professional students. The Cell/Molecular Biology track is intended for students who wish to pursue careers in biomedical research and in biotechnology.  Therefore, although the Cell/Molecular track may be used by pre-professionals, the student must be careful to meet the requirements of the Committee on Health Professions.  The tracks within biology are described below.

Required Courses for Biology Majors

1.      General Biology - Biology 101, 102, and 200; plus at least one course from Biology 201, 212, or 215; at least two courses from 202, 204, 205, 206, 209, 219, or 235; at least two courses from 311, 314, 320, 333, 335, 412, 416, or 435; and at least one additional course at the 200 level or above.  Total courses for the major is nine.  Additional courses in chemistry, physics, mathematics, computers, and language are highly recommended.

2.      Cell/Molecular Biology - Biology 101, 102, 201 or 212, 215 or 314, 311, and 333; plus at least two courses from 201 or 212, 202 or 235, 215 or 314, 412, 500 or 501 (but not both); and one additional course at the 200 level or above.  Chemistry 105, 106, 207, and 208. Physics 101 & 102 – (Introductory Physics) or Physics 107 & 108 (General Physics-calculus based)

         Other courses strongly recommended include:

                  Math 225 - Probability and Statistics

                  Math 151 - Calculus I

                  CS 100 - Introduction to Computers

                  English 200 - Advanced Composition

         Also it is highly recommended that a laboratory research experience be completed if a student’s schedule permits.  These experiences may include a 198J or 198S internship or an equivalent summer or January experience at a research facility or at a graduate and/or medical school.  Biology 412 or either 500 or 501 may also be used to gain research experience.

         It is recommended that several courses that require imaginative design be incorporated into your college course work.  Some examples are: 

                  English 205 - Creative Writing

                  Music 105, 106, or 205 - Materials of Music

                  Music 208, 209 - Ensemble, Chamber Music

                  Earth and Space Science 209 - Planetary Astronomy

                  Art 109 or 209 - Design Fundamentals I & II

                  Art 111 - Stone Sculpture

                  Art 130 - Photography or a course dealing
        with Electronics Design or Computer
        Simulations.

         Cell/Molecular Track
A suggested yearly checklist to help you to plan ahead in preparation for acceptance into graduate school in the biological sciences.

         Freshman Year

                  Coursework (traditional student)

                  1.   General Biology (BIO. 101/BIO. 102)

                  2.   General Chemistry (CHM. 105/CHM. 106)

                  3.   Calculus (MTH. 151)

                  4.   English

                  Tasks

                  1.   Declare a biology major (form in Registrar’s Office)

                  2.   Select an advisor (usually this is your lab instructor for BIO. 101 or BIO. 102)

                  3.   Meet with your advisor who will discuss the program, help you plan and give you a copy of The Biology Major’s Handbook

                  4.   Read the Handbook

                  5.   Get and read a copy of the Graduate School Handbook for Science Students

                  6.   Attend seminars by scientists and health care professionals

         Sophomore Year

                  Coursework (traditional student)

                  1.   Two 200-level biology courses (possibly 300-level course(s) if you are qualified)

                  2.   Organic Chemistry (CHM. 207/CHM. 208)

                  3.   Probability and Statistics (MTH. 225)

                  Tasks

                  1.   Meet with your advisor each semester

                  2.   Apply for summer programs

                  3.   Serve as a lab assistant or plan to do so

                  4.   Develop a curriculum vitae (the Career Services office and your advisor will help   you)

                  5.   Attend seminars (including “Summer Opportunities” seminar in December)

         Junior Year

                  Coursework (traditional student)

                  1.   Two 200- or 300-level biology courses (suggested:  BIO. 333 during spring)

                  2.   Physics (PHY. 101/102 or PHY. 107/108)

                  3.   Advanced Composition (ENG. 200)

                  Tasks

                  1.   Meet with your advisor each semester

                  2.   Get catalogs and visit Web sites for possible schools/programs

                  3.   Research Internship (Intersession) (see listings on the Intranet)

                  4.   Apply for Summer Internships (see listings on the Intranet)

                  5.   Summer Internship or other research experience

                  6.   GRE completed

                  7.   Plan visits for grad schools

8.      Attend seminars

9.      Participate in Biology Seminar (BIO. 301) during the fall semester

         Senior Year

                  Coursework

                  1.   Biology course(s) (suggested:  Independent Study [BIO. 500 or BIO. 501] or Experimental Biology [BIO. 412])

                  Tasks

                  1.   Meet with your advisor each semester

                  2.   Retake the GRE if necessary

                  3.   Ask for letters of recommendation from faculty

                  4.   Apply to graduate schools in early fall

                  5.   While at interviews at graduate schools, take plenty of time to see labs, talk with grad students and postdocs and see the campus and city

6.      Continue to attend seminars and learn about biomedical research advancements

7.      Attend Biology Seminar as a Phi Sigma member

General Biology Major with Emphasis in Neuroscience

            Students may pursue an emphasis in neuroscience while completing their biology degree.  The key components of the emphasis are 3 core courses plus an independent research experience related to neuroscience.  The research experience could occur as an independent study project or tutorial with a faculty member at Washington and Jefferson, or it could be a relevant internship performed during the summer or intersession.  Below, we outline the courses required in each of these four majors:

1.      Biology 101, 102, 200, 235, and 435; plus at least one course from Biology 201, 212, or 215; at least one course from Biology 202, 204, 205, 206, 209, or 219; at least one course from 311, 314, 320, 333, 335, 412, or 416.

2.      Chemistry 105 and 106

3:      Psychology 101 and 102

4:      Neuroscience 210, 300, and 400

5:      Approved Research Experience, which may be satisfied by Biology 299S, 299J, 391, 392, 500, 501, or an off-campus internship.

            There are 16 required courses for the biology major with neuroscience emphasis.  Other courses that are strongly recommended, especially for students planning graduate work or health professional careers in neuroscience, include:

Chemistry 207 and 208; Math 151, 152, and 225; Physics 101 or 107; Physics 102 or 108

Environmental Studies Program

RECOMMENDATIONS FOR ADVISING STUDENTS

The Environmental Studies Program provides an opportunity to earn a Minor in Environmental Studies. A total of seven courses must be completed. The four required “core” courses are EVS 101, EVS 201, EVS 350, and EVS 430. Detailed information about each of these courses, including current syllabi, may be found on the EVS Program internet or intranet home page.

A total of three elective courses from the list below must be completed - one from either the Humanities or Arts, one from the Social Sciences, and one from the Natural Sciences. See course descriptions in the appropriate catalogue sections:

Humanities
Philosophy 230e Environmental Ethics
English 255 Special Topics in Literature and the Environment
English 291 Reading and Writing Nature

Arts

Music 245 Music and the Natural Environment

Social Sciences
Sociology 175 Anthropology
Sociology 205 World Societies
Sociology 220 Environment and Society
Political Science 313 Environmental Policy

Economics 391 Environmental and Natural Resource Economics

EVS 260 Diffusion of Environmental Innovations

EVS 280 Environment and Development in East Africa (intersession of odd-numbered years)

Natural Sciences
BIO/EVS130 Natural Resource Management (intersession/summer)

Biology 200 Botany
Biology 245 Biology of Running Waters
Biology 320 Ecology
Chemistry 101 Chemistry in Context
Chemistry 432 Special Topics: Environmental Chemistry

EVS 220 Agroecology (intersession/summer)

EVS 250/Psychology 321 Psychology and the Environment

EVS 330 Watershed Management

EVS/BIO 270 Ecology of the Chaparral Wildlife Management Area (June only)

EVS 400 Experience with the Jackson Hole Conservation Alliance

In addition, EVS courses count as follows in the college-wide requirements and are offered on the following basis:

EVS 101                      Lab Science course; Breadth of Study (N or S) – Every Fall

EVS 250/PSY 321       Elective in Minor: counts toward Psychology Major – Even-numbered Fall

EVS/BIO 270              Summer course; elective in division – Every Summer Session I

EVS 201                      Cultural Diversity (D) course; Breadth of Study (N or S) – Every Spring

EVS 220                      Intersession; elective in division –
                                    Even-numbered intersession

EVS 260                      Cultural Diversity (D) course; elective
                                    in division – Even-numbered Fall

EVS 280                      Intersession in East Africa; Cultural Diversity (D) course; elective in division – Odd-numbered intersession

EVS 330                      Lab Science course; Quantitative Reasoning (Q) course; elective in division – Odd-numbered Fall

EVS 350                      Elective in division –Every Spring

EVS 400                      Off-campus internship counts for 12 credits; elective in division –Every Spring/Summer/Fall

EVS 430                      Elective in division; capstone requirement in EVS and thematic or double majors – Every Fall/Spring

RULES OF THUMB REGARDING ENTRANCE ABILITY FOR PARTICULAR COURSES:

Students begin the program in the fall semester of their freshmen year by taking EVS 101, Introduction to Environmental Studies. If a student enjoys this course, it is a strong indication that she/he will enjoy the entire program. The course assumes some high school background in environmental science/studies but, more importantly, a high level of interest and passion concerning the environment.

Courses in the program are numbered in increasing order of complexity and degree of integration. Thus, EVS 101 assumes only basic background knowledge in environmental issues, while EVS 201 takes knowledge gained from 101 and applies it in examining and analyzing prevalent issues in the developed and developing world.

DEPARTMENTAL MEMBERS TO CONTACT FOR AREAS OF SPECIALIZATION:

The program has no "tracks" or defined areas of specialization. Rather, a student may choose to take program electives that best complement her/his chosen major and/or interests. A student is required to complete a capstone research experience that merges her/his chosen major with some facet of environmental studies. During development of this project, the student will consult and be advised by the Director of Environmental Studies, Dr. Robert East (x3358), and the major advisor. 

Faculty members who currently co-instruct in the program and/or teach EVS electives are: Dr. Robert East (Program Director), Dr. Stuart Miller, Dr. John Gregor, Dr. David Schrader, Dr. Ed Greb, Dr. Zheya Gai, Dr. Robbie Iuliucci, Dr. Dana Shiller, Dr. Jim Benze, Dr. Mark Swift, Dr. Christina Longbrake, and Dr. James March.

MOST COMMON MISTAKES MADE IN ADVISING STUDENTS FOR THIS DEPARTMENT/PROGRAM:

Students may take one or more EVS courses without completing the program. However, in each course with an EVS prefix, there is the expectation that the student is coming into the course with some genuine interest in environmental issues. This expectation is manifested in the emphasis on classroom participation, teamwork on projects, individual presentations on current events, and diverse reading assignments. The complexity of these requirements increases with increasing course number. Prior to enrollment, students are strongly encouraged to examine course syllabi found on the EVS Program intranet or internet home page.

EVS core courses build on themselves. Thus, unless an exceptional case exists where a student has a very strong background in the field, he/she will not be allowed to jump out of sequence in the program's core courses. Students should also note that the introductory course in the program, EVS 101, is a lab science requirement and as such requires an appreciable amount of time outside class to complete reports.

All courses with an EVS prefix require a degree of integration of ecological, economic, social, and political information/knowledge regarding environmental issues. Students are required to think, read, and write in an interdisciplinary fashion.

Every course with an EVS prefix has some degree of fieldwork involved. At one extreme, EVS 101 has 12 labs, 7 of which are outdoors. At the other end of the spectrum, EVS 201 and EVS 260 have only two outdoor experiences, respectively. Thus, while students will get to experience the outdoors through various interdisciplinary experiences, at least an equal amount of class time will necessarily be spent in the classroom/laboratory analyzing environmental issues.

POSSIBLE FOUR-YEAR PROGRAM

FRESHMAN YEAR:

            SOPHOMORE YEAR:

            JUNIOR YEAR:

            SENIOR YEAR:

NOTES:          Taking EVS 400 will satisfy 12 credits (3 course equivalent) for the semester in which it is taken.

The time between EVS 201 and EVS 350 is meant to facilitate mapping out and beginning the major field of study. Additionally, this time allows students to develop connections/links between the chosen major and the EVS program.

EVS 220 is offered during intersession of even-numbered years. It MAY BE taken by Freshmen.

In the event that the EVS 280 trip to East Africa does not go, EVS 220 will likely be offered.

EVS/BIO 270 is only offered during summer session I.

Independent study may also be undertaken in coordination with the Dean's Office and the Director of Environmental Studies.

An internship (198) that counts as an EVS elective may be developed jointly with the Director of Environmental Studies and the student's major advisor.

Sociology 205 (World Societies) fulfills the geography requirement for elementary and secondary education students.

Sociology 175 (Anthropology) is offered every semester of every academic year.

            Completion of the four core courses (EVS 101, EVS 201, EVS 350, and EVS 430) and three electives (see the entire list within the Environmental Studies section in the College Catalogue) earns a student a Minor in Environmental Studies. Many courses in this interdisciplinary program may count as breadth of study, natural science and/or social science electives. The introductory course to environmental studies (EVS 101) and watershed management (EVS 330) may be taken to fulfill lab science requirements. In addition, EVS 330 satisfies the Quantitative Reasoning skill requirement. EVS 260 (Diffusion of Environmental Innovations) and EVS 201 (Issues in the Developed and Developing World) satisfy the Cultural Diversity General Education requirement.

            The content of several EVS courses complements the ecologically-biased biology courses. Accordingly, EVS 201 is a prerequisite for BIO 320 (Ecology). Furthermore, the cross-listed Biology/EVS 270 course is a summer field experience at the Chaparral Wildlife Management Area in south Texas. The course runs through the month of June and counts toward the Biology Major and the EVS Minor.

            Students may also combine biological and environmental studies interests into a senior capstone project (EVS 430) or a thematic major (e.g., Environmental Health).

             For specific details on the EVS Minor, visit http://www1.washjeff.edu/users/reast/ or contact Dr.Robert East in Room 103 McIlvaine Hall (x3358; reast@washjeff.edu).

CERTIFICATION FOR TEACHING BIOLOGY

               Students seeking teacher certification in Biology 7-12 must complete the admission procedures and required courses in Education and complete the required courses for the General Biology major including BIO 201, 212, 235, 320 and choose one from 202 or 206.  In addition, the student must complete at least one course in the following areas: general chemistry, physics, mathematics, and earth and space science (courses that would fulfill these requirements include: CHM 105 and 106, 207; PHY 101 or 107; MTH 225, and any ESS course).  Also, the student must serve at least one semester as a lab assistant prior to student teaching.

CERTIFICATION FOR TEACHING ENVIRONMENTAL STUDIES

                W&J also has a state approved program to grant certification for teaching K-12 Environmental Education. The biology department and EVS Program requirements are listed below. The complete list may be found at http://www1.washjeff.edu/users/reast/. Students are advised to begin this program of study early in the academic career.

EVS 101- Introduction to Environmental Studies

EVS 201- Issues in the Developed and Developing World

EVS 330 – Watershed Management

BIO 320 - Ecology

PHI SIGMA BIOLOGICAL SCIENCE HONORARY

            Students who will have completed at least four biology courses by the end of their sophomore year with at least a 3.0 GPA in these courses and 3.0 overall may wish to affiliate with Nu Chapter of Phi Sigma Biological Science Honorary.  In addition to the academic standing requirement, membership in Phi Sigma requires evidence of research interest in the biological sciences.  This may be satisfied by successful completion of an Independent Study research project or Biology Seminar. 

            Students who are eligible for Biology Seminar and who have declared biology as their major will be notified by mail during the spring of their sophomore year.  If you believe that you are eligible for Seminar but did not receive notification, you should contact Dr. DeBerry or Dr. Longbrake.  If you do not qualify by the spring of your sophomore year but believe that you can remedy the problem by the end of the fall of your junior year, you may be allowed to participate in Seminar; again, see Dr. DeBerry or Dr. Longbrake.

            Participation in Biology Seminar involves the presentation of two research articles to the biology faculty and your peers.  Your first presentation will last up to 10 minutes and will be on a short scientific paper, while your second presentation will be 20 minutes and on a longer scientific article.  You will also have the opportunity to answer questions from faculty members and your peers.  In addition, a one page abstract of the paper is due the Friday before your presentation.

            Phi Sigma is a research honorary.  Therefore, we must see evidence of your having performed research in order to induct you into Phi Sigma.  This can be accomplished by library research on the subject of your paper.  The biology faculty is especially interested in how you have updated your paper; for instance, what work has been done on this topic since the publication of your paper?  Failure to include papers that were published after the paper that you present will preclude you from being inducted into Phi Sigma.

            After you have received notification of your eligibility to participate in Seminar, you will attend an informational meeting.  At this meeting, you will select your two papers for presentation.  The papers will be on a similar topic.  Students are strongly encouraged to work on at least their first presentation during the summer.

            Your grade in Seminar is determined by the biology faculty.  Each faculty member will assign you a grade on each presentation; these grades are then averaged.  If you receive an average grade of 3.0, you have met the research requirement for induction into Phi Sigma.  Your grade will be based on the quality of your presentation, the quality of your research, and your participation during Seminar.

 

 BIOLOGY SEMINAR         

            Students planning to undertake graduate studies in the biological sciences should take Biology Seminar in the fall of their junior or senior year.  This is true even if you do not qualify for induction into Phi Sigma, as the experience of presenting a research article will be invaluable to you in your graduate career. Seminar is open to junior and senior biology majors who have attained a GPA of 2.5 or higher.  To receive transcript credit, students must enroll in Biology 301 as a fifth course.  Qualified students may participate informally by obtaining permission through their faculty advisor.

             Participants must prepare an abstract for each paper presented.  This abstract is due one week prior to the presentation.  Abstracts must conform to the Approved Format for Biology Seminar Abstracts.  In addition to preparation of abstracts and presentation of papers, each participant is expected to contribute in discussions of papers presented by other seminar members.  Copies of all papers presented in seminar are available at least one week in advance in the Biology Library study room.

Guidelines for Bioseminar Presentations

Choosing papers

               Presenters should choose papers that are closely tied to book chapters. A paper that was referenced in the chapter would be ideal. The two papers can be linked together, but this is not a requirement. Advantages to using similar papers are that you (and your audience) will already have some background information on which to build. Please note that papers should NOT be reviews or other formats. You should be looking for experimental research and not simply descriptive work, although descriptive work is sometimes acceptable (check with your mentor). Papers should have an introduction, methods, results, and discussion section in each paper.

                The length of the paper is not important, however, you must realize that you have a time constraint and the amount of material will have to fit into the time allotted. Presenters are under no obligation to present all parts, tables, or figures in their articles. Your goal is to present a cohesive and whole experiment. This will probably be more easy to do if papers (particularly for the short presentations) are not too long. However, this is up to each individual student.

Format of presentations

Short presentation

                The short presentation should fit into a 15-minute time slot. This is the typical time allotment for presentations at conferences and meetings. The actual presentation should ideally be about 12-13 minutes long and allow some minutes for questions. In our bioseminar, however, since the questions are an important part of the exercise, we will allow 20 minutes per speaker (including introduction). The introduction and formal presentation should still fit into the 12-13 minute ideal.

Long presentation

                The long presentation should fit into a 30-minute time slot. This time period is typical for invited symposium speakers. The actual presentation should be about 25 minutes long to allow at least 5 minutes for questions. Since all presenters will talk twice, no introductions will be made for the long presentations.

               Please note that all students will give short presentations (first round) and then give long presentations (second round).

APPROVED FORMAT FOR BIOLOGY SEMINAR ABSTRACTS

            Each seminar is based on a central article that the presenter has selected from a collection of articles submitted by the biology faculty or from the references of a book selected by the faculty.  Your abstract should consist of a 5% condensation of this article and you should cite the article at least once. The perspectives of supplementary sources should be included in the abstract and they should be cited also.  You may not cite any source that you have not seen in its original form.  Begin your abstract by placing your name, Biology 301, and date in the upper right corner of the page as described in the Approved Format for Papers and Reports Presented in Biological Sciences Courses.  You will use the actual date on which your seminar is to be presented, even though you distribute your abstract at least a week before the presentation. 

Now skip a line and center the title of your central article on the page, capitalizing all words except articles and prepositions.  Skip another line and center the word “Abstract” on the page.  Skip another line and begin the body of the abstract.  Following an outline that you have made while reading the article, the abstract should explain, in your own words, why this study was done, how it was carried out, what major findings were obtained, and what contribution this work has made to our knowledge of this subject.  Work in any support or refutation contributed by supplementary sources (keep in mind that in order to qualify for Phi Sigma, you must cite articles that are more recent than your article) you have read.  Skip a line at the end of the body and center the words “Literature Cited” on the page. You must cite your article and also any supplementary sources you use. 

The citation in the text consists of the last name of each author of the article and the article’s year of publication.  You may cite sources in the following ways:

·        Include all of this information in parentheses, such as (Smith and Jones, 1985).

·        Include the name(s) of author(s) within the context of a sentence and place only the year in parentheses-  Smith and Jones (1985) described a new blotting technique. 

·        If you cite an article by three or more authors, use (Karl et al., 1987).

          In either case, the parentheses are placed within the sentence, not after the period that ends it.  Direct quotes are seldom used in scientific writing and should be avoided unless a particular effect is desired.  This means that your abstract should include ideas from other sources, but should be written in your own words.  Under “Literature Cited,” the sources you have cited should be listed alphabetically on the basis of the surname of the senior (first) author.  You should skip a space after “Literature Cited” and between entries.  So, if you have cited an article by Allen in addition to that by Smith and Jones, you would list these entries as follows:

Literature Cited

Allen, B. C.  1982.  Silly seminars and dubious  discussions.  J. Irreproducible Results 15(3):124-129.

Smith, L. J., and K. C. Jones.  1985.  Blotting directions:  eastern, Southern and western.  J. Peculiar Biol. 32(5):321-330.

           Each element in a listing is followed by a period and is separated from the next element by two spaces.  The elements in a listing are author, date, title, and place of publication.  The elements always appear in this order.  Only the first word and proper nouns of the title are capitalized.  Latin names are either printed out in italics or are underlined; no other words are underlined.  In the case of an article published in a journal, the journal name is followed by the volume number, issue number (in parentheses), and pages directly following the colon with no spaces in between.  When citing sources, always use the format described in the Approved Format for Papers and Reports Presented in Biological Sciences Courses.

ADVISING

            Every biology major has a biology faculty member as an advisor.  In most cases the instructor the student has for his or her beginning biology course laboratory will be his or her advisor.  Since it is not always possible to assign a beginning biology laboratory section to every member of the biology department in the fall semester, some modification of this basic procedure is necessary.  Your beginning biology laboratory instructor will tell you who your advisor is to be.  This system permits the advisor and advisee to become immediately acquainted.  If the relationship proves to be workable, it will continue through the student’s time at the college allowing the advisor to better assess the student’s growth and interests in order to provide the best advice.

            Transfer students will normally have as their advisor a biology faculty member that they have their first semester at the college.

Letters of Recommendation

            Students desiring a letter of recommendation should present the faculty member from whom they are making the request with a stamped addressed envelope, a short biographical sketch, and an up-to-date transcript.  Requests for letters should be made at least two weeks before they are due to be sent.  Students should also inform the faculty member of the result of their application.

DEPARTMENTAL PRIZES

            Every year at the Honors Day Convocation the Edwin Scott Linton Prizes in biology are awarded to the two senior biology majors with the highest averages in biology courses.  The names of these students are engraved on a metal plate and added to the plaque on the wall to the right of the entrance to the departmental office.

PRACTICAL EXPERIENCE IN BIOLOGICAL AREAS

            There are a number of means by which to gain practical experience in various related areas of the biological sciences.

1.         Internships

                        The 4-1-4 calendar accommodates the W&J Internship program very conveniently in the three-week January Intersession, as well as during a Summer Session.  The program is designed to provide undergraduates in biology (Juniors or Seniors, preferably) with hands-on experience in a variety of areas.  Sponsors are state and federal government laboratories, graduate schools, professional health schools, clinics, hospitals and practitioners.  The biology department has a grant from the Howard Hughes Medical Institute that will support from three to five January research internships each year.  A listing of potential hosts is also available on the Biology Department’s Home Page on the Campus Intranet.  The deadline for application is October 25.  See Dr. Lee for application information.

                        In the past students have presented papers based on their internship work to the biology honorary, to graduate and to medical school faculty, and at state and national meetings.  A list of previous off-campus sponsors is available from Dr. Trelka, on-campus director of internships in the biology department.  In addition, it is common for students to initiate their own unique internship, by working through relatives, friends, etc., who are in a particular position to organize and to establish an internship.

                        A Pass/Fail grade is based on the students’ performance during the internship, along with a daily log and a formal paper to be completed at the end of the internship.  The intern must provide for his/her own room and board as well as travel expenses.  Approval for the internship is based on adherence to the Intersession Internship Guidelines and Requirements.  Copies are available from the office of the Dean of Academic Affairs.  With regard to the deadline, November 1 is considered to be the accepted date for completed proposals for the Intersession and at least a month before the beginning of the respective Summer Session.  The completed internship does not count as a required course for the biology major, it is considered to be an elective.  It DOES NOT satisfy any core requirement.

                        Although the majority of internships completed are health-related and clinically-oriented, a number of research internships have been conducted and are available.  Biology majors are encouraged to gain as much practical experience as possible so that their eventual career choice is made in a realistic and informed manner.  On the average, about twenty-five biology majors chose to complete an internship every academic year.

2.         Summer Undergraduate Research Opportunities

                        As a mechanism by which to stimulate
            interest in science-related areas in the United
            States, many graduate schools and medical
            schools, as well as foundations and private
            laboratories provide Summer Undergraduate
            Research Opportunities.  Sponsors of these
            programs include:  Cold Spring Harbor
            Laboratory, Mayo Graduate School, Mount
            Desert Island Biological Laboratory, Argonne
            National Laboratory, Shannon Point Marine
            Center, just to name a few, as well as numerous
            Howard Hughes Medical and Science
            undergraduate research internships, and some also
            sponsored by industrial corporations concerned
            with biotechnology.  The current W&J HHMI
            grant will support six students each year for
            summer research opportunities through the year
            2004.  See Dr. Lee for application information.  In
            addition, the Biology Department’s home page on
            the Campus Intranet contains a list of summer
            research programs, as well as the application form
            for HHMI internships.

                        The majority of these programs are interested in junior biology majors to conduct supervised research projects lasting from four to eight weeks.  Generous stipends and room and board are usually included.  These programs are very competitive and are open to the better biology majors across the nation.  Individual characteristics of each program vary.  For example, these variations differ in stipend, duration of program, deadlines for application (generally from the end of January to mid-March) and in the exact nature of the research to be conducted.  Up-to-date information about the most current and most viable programs is displayed on the appropriate bulletin board in Dieter-Porter Hall and on the Biology Department’s home page.  Discuss your prospects with your advisor and with the department chairperson.  Be optimistic about your potential capabilities.

3.         Independent Studies

                        Biology 500 and 501 are especially valuable to those biology majors seeking admission to a graduate program.  For more details refer to the section of this handbook dealing with Independent Studies.

4.         Volunteer Services

                        Many biology majors volunteer their services to observe and assist at veterinary clinics and offices, and at hospitals, clinics, and in offices of practitioners, informally, to broaden their understanding of a specific health profession.

            The value of practical experience in selecting a career to enter can not be underestimated.  Experience in an area conveys to evaluation committees that you are an informed and well-prepared candidate.

DEPARTMENTAL EMPLOYMENT OPPORTUNITIES

            The biology department employs students to perform duties as laboratory teaching assistants, laboratory preparators, greenhouse attendant, animal room attendant, glassware washers, general office assistants, building monitors, and tutors for General Biology.  The student is compensated at the minimum wage rate.  These jobs provide varying degrees of learning experience for the serious student.  There is no better way to learn biology than to attempt to teach it.  Every student contemplating graduate school should work as a laboratory teaching assistant and/or laboratory preparator.  Consult with your advisor or the department chairperson concerning departmental work.

GRADUATE RECORD EXAMINATION

            Most biology graduate schools require the applicant to take the Graduate Record Examination, including the subject portion.  For results availability, the December test is preferred. Registration materials may be obtained from the Student Affairs Office (2nd Floor, Thompson).  For further details, see the Graduate School Handbook.

INDEPENDENT STUDY GUIDELINES

1.             Select a member of the biology faculty who
   agrees to serve as project advisor.
2.             Prepare a project outline, acceptable to the project advisor, and distribute copies to all biology faculty and others in the college directly interested in the project during the academic session one year prior to the session in which the study is to be completed.  For Biology 500, the outline must be distributed in the fall session prior to the year in which the study is to be completed, and for Biology 501, during the spring session of the year preceding completion.
3.             Except under unusual circumstances, a student will be permitted to register for only one term of independent study.  This will be for the session in which the study is completed.  In this session the student must:

                  a.  distribute copies of an ABSTRACT to all
                       biology faculty and others directly interested in
                       the project;

                  b.   at least one week after distribution of the
                        abstract, present a SEMINAR to the project
                        advisor and others interested in the project at a
                        previously designated time and place;

                  c.   submit a PAPER, acceptable to the project
                        advisor, to become part of the biology 
                        independent study library.

4.             Even though registering for a single term of independent study, the student is expected to begin literature review in conjunction with preparation of the project outline, and to carry out research during the interim preceding the session in which credit is formally obtained. 
5.             Registration for a second term of independent study demands either undertaking a second and entirely different project for which the above procedure is followed or undertaking a project of such magnitude as to warrant the granting of two course credits.  Merit, in the latter case, will be judged by the biology department.
6.             The project advisor is empowered to impose additional requirements beyond the general requirements stated above. 

WHAT W&J BIOLOGY MAJOR GRADUATES DO

                 Below is listed, so far as is known, what the biology majors of the years 1988 through 2002 did after graduation.  For those who went to graduate school and then to a professional school, their most current activity is given.

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