NC STATE UNIVERSITY LSC 103: EXPLORING OPPORTUNITIES IN THE LIFE SCIENCES COURSE PACKET Fall 2014 Jill Anderson, Suzy Lamb, Pa Nhia Moore, Erin Seiling Page 2 TABLE OF CONTENTS LSC 103 Course Syllabus .......................................................................................................... 5 Course Syllabus ................................................................................................................................ 7 Major Descriptions ............................................................................................................... 13 Biochemistry .................................................................................................................................. 15 Biological Sciences ......................................................................................................................... 16 Genetics ......................................................................................................................................... 17 Microbiology .................................................................................................................................. 18 Nutrition Science ........................................................................................................................... 19 Plant Biology .................................................................................................................................. 20 Zoology .......................................................................................................................................... 21 Blank Worksheets ................................................................................................................. 23 Create Your Own Degree Planner .................................................................................................. 25 General Education Program Requirements ................................................................................... 27 GPA Calculation Worksheet ........................................................................................................... 29 Matriculation Checklist .................................................................................................................. 31 Course Activities ................................................................................................................... 33 Human Bingo Icebreaker ............................................................................................................... 35 Forum Assignment ......................................................................................................................... 37 Selected Course Names ................................................................................................................. 39 Major Choice Assignment .............................................................................................................. 41 Plan for Success ............................................................................................................................. 45 Advising Information ............................................................................................................ 51 Advising Syllabus ............................................................................................................................ 53 Preparing for Advising Meetings ................................................................................................... 45 Advising Forms ............................................................................................................................... 47 Tips and Resources ............................................................................................................... 57 Time Management Quick Tips ....................................................................................................... 57 Email Etiquette Guide for College Students .................................................................................. 59 Asking for a Letter of Recommendation or Reference .................................................................. 60 Getting Involved in Research ......................................................................................................... 61 Not Sure Who To Ask? ................................................................................................................... 62 Other .................................................................................................................................... 63 Photo Release Form ....................................................................................................................... 63 Page 3 Page 4 LSC 103 COURSE SYLLABUS Page 5 Page 6 Course Syllabus LSC103 – Exploring Opportunities in the Life Sciences 1 Credit Hour Course Description The overarching goal of this course is to help students create a solid foundation on which they can build to enhance their success in college and especially in their studies within the life sciences. Students will be challenged to think intentionally about how they will approach learning inside and outside the classroom and what factors might influence their college experience. Through this course, students will think about their transition from high school to college; identify campus resources and explore academic policies; research potential majors in the life sciences and potential minors; attend and reflect upon cultural and educational events across campus; and create a “plan for success” for their time at NC State. Instructor Provided in Class Class Assistants Provided in Class Learning Outcomes After completing this course, students will be able to: 1. Demonstrate skills and knowledge necessary for meeting the common challenges students face in the transition to college, including time management skills, studying/learning skills, and integrating into the NC State Community as a scholar. 2. Identify campus resources available to help students with many aspects of college life including but not limited to: academic challenges; career exploration; club/organization involvement; study abroad; and personal, psychological, medical, and disability concerns. 3. Find and apply basic relevant academic policies and procedures, and know where to go for more help with navigating them. 4. Compare and contrast majors in the life sciences and discuss their top choice(s) of a major; determine the steps needed to apply for admission into an intended major. 5. Articulate a “plan for success” as a college student studying the life sciences in which they set goals for academic and personal growth and skill development, and explore/plan activities to pursue in and outside of class to achieve their goals. Course Materials Required: LSC 103 Course Pack (Available for purchase at Sir Speedy) Reading materials and other assignments will be provided on the Moodle course site and/or in class. Pre-­‐requisites and Restrictions This orientation course is designed for Life Sciences First Year students in their first semester of college. There are no course pre-­‐requisites. Page 7 Moodle Website A Moodle website will be used to manage the course. Students can access it at http://wolfware.ncsu.edu as long as they are registered in the course. At this site, students can find resources needed for the course including assignments, additional readings, links to campus resources, discussion forums, and other materials for class. Students should check the Moodle site often for course information and updates. Electronically-­‐Hosted Course Components Students may be required to disclose personally identifiable information to other students in the course, via electronic tools like email or web-­‐postings, where relevant to the course. Examples include online discussions of class topics, and posting of student coursework. All students are expected to respect the privacy of each other by not sharing or using such information outside the course. Class Evaluations Online class evaluations will be available to completing during the last 2 weeks of the term. Students will receive an email message directing them to a website where they can login using their Unity ID to complete evaluations. All evaluations are confidential and anonymous. Instructors will not know how any one student responded to any question, and students will not know the ratings for any instructors. Evaluation website: https://classeval.ncsu.edu/ Student help desk: classeval@ncsu.edu More information on ClassEval: http://www.ncau.edu/UPA/classeval Accommodations for Disabilities Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, student must register with the Disability Services Office (http://www.ncsu.edu/dso), 919-­‐515-­‐7653. For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation at http://policies.ncsu.edu/regulation/reg-­‐02-­‐20-­‐01. Policy on Discrimination NC State University provides equality of opportunity in education and employment for all students and employees. Accordingly, NC State affirms its commitment to maintain a work environment for all employees and an academic environment for all students that is free from all forms of discrimination. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or NC State University policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State's policies and regulations covering discrimination, harassment, and retaliation may be accessed at http://policies.ncsu.edu/policy/pol-­‐04-­‐25-­‐05 or http://www.ncsu.edu/equal_op/. Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 919-­‐515-­‐3148. Page 8 Academic Integrity Students are required to comply with the university policy on academic integrity found in the Code of Student Conduct found at http://policies.ncsu.edu/policy/pol-­‐11-­‐35-­‐01 Your instructor expects the submission of any assignment, unless explicitly stated otherwise, means that you neither gave nor received unauthorized aid on that assignment. We take our seriously our responsibility to provide a fair environment for all students in this course, so all suspected violations of this policy will be reported to the Office of Student Conduct. Honor Pledge Your signature on any test or assignment indicates "I have neither given nor received unauthorized aid on this test or assignment." Attendance Policy Attendance in this course is mandatory and is essential to good performance in the course. Student attendance and participation are essential to the value and success of the course. Three or more absences of any type (excused or unexcused) can result in failure in the course. University guidelines on excused absences can be found at http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php Late Assignments and Assignment Re-­‐grades Make-­‐up work for assignments is allowed only if a student provides documentation of a university-­‐
sanctioned excuse. If a student feels an error has been made in grading, the student should return the assignment to the instructor with a written explanation of the error, and the entire assignment will be re-­‐graded. The score may increase, decrease, or stay the same. Including citations to support your case is encouraged. Students must submit a request for a re-­‐grade within one week after the assignment is returned. Requirements for Credit-­‐Only (S/U) Grading It is not possible to take this course for credit only and have it count toward graduation requirements for a major in the Life Sciences. In order to receive a grade of S, students are required to take all exams and quizzes, complete all assignments, and earn a grade of C-­‐ or better. Conversion from letter grading to credit only (S/U) grading is subject to university deadlines. Refer to the Registration and Records calendar for deadlines related to grading. For more details refer to http://policies.ncsu.edu/regulation/reg-­‐02-­‐20-­‐15. Policies on Incomplete Grades Incomplete grades will be allowed only under exceptional circumstances not under a student’s control. Students must make arrangements with the instructor for completion of the required work prior to the end of finals for this semester. The instructor will assign an IN grade only if these arrangements are made before the end of finals for the semester. If an extended deadline is not authorized by the instructor or department, an unfinished incomplete grade will automatically change to an F after either (a) the end of the next regular semester in which the Page 9 student is enrolled (not including summer sessions), or (b) the end of 12 months if the student is not enrolled, whichever is shorter. Incompletes that change to F will count as an attempted course on transcripts. The burden of fulfilling an incomplete grade is the responsibility of the student. The university policy on incomplete grades is located at http://policies.ncsu.edu/regulation/reg-­‐02-­‐50-­‐3. Grading This course uses letter grading as shown below. 97 ≤ A+ 87 ≤ B+ 77 ≤ C+ 67 ≤ D+ Component ≤ < < < 100% 93 ≤ A < 97 90 ≤ A-­‐ < 93 90 83 ≤ B < 87 80 ≤ B-­‐ < 83 80 73 ≤ C < 77 70 ≤ C-­‐ < 73 70 63 ≤ D < 67 60 ≤ D-­‐ < 63 F < 60 % of total Notes grade Advising 21% You will meet with your advisor three times: one introductory Appointments (3) appointment, enrollment advising, and a final appointment after enrollment for Spring courses. Major choice 20% You will explore different majors through a major exploration fair assignment and through online resources, and then you will discuss your major selection process. You will compare and contrast 3 different majors within the life sciences or related disciplines and articulate your reasons for your intended major, and create a Degree Plan. Attendance at Major 10% You are required to attend the Major Exploration event on October Exploration Event 6th from 6:00 – 8:00 p.m. Details will be provided in class. (10/6) Forum/workshop 15% You will attend three campus events and reflect upon them. One requirement (3) must be a skill-­‐building event, one major related, and one is your choice. Plan for success 25% You will write a “plan for success” for how you will approach your undergraduate career. This will include a brief discussion of your personal reasons for higher education, and also outline/justify activities in the realms of academics, leadership/service, social activities, and work experience. You will discuss how your choice of activities is relevant to your career interests. Quizzes 9% You will complete three online modules/quizzes. One will cover university resources, one will cover academic policies, and one will cover health and wellness. This course cannot be audited. Page 10 Course Schedule This schedule is subject to change; see the course Moodle site for more details, including links to the readings and other assignments for each week. Week of Topic(s) Before Class Aug 18 No Class Review Syllabus and Course Packet Aug 25 Introduction to class and to advising Sept 1 – Transition to college – campus resources Out of Class Assignment – Scavenger hunt No Class due next week Sept 8 Transition to college – student panels DUE 1st Quiz: Scavenger hunt assignment Transition to college – academic Integrity Definition of integrity Sept 15 DUE: Forum #1 this week Transition wrap-­‐up – professional DUE: 2nd Quiz on policies, procedures, presence (emails, introductions, transition Sept 22 appearance) Prepare for majors exploration Enrollment Advising preparation; Majors FIRST ADVISING MEETING COMPLETED Sept 29 discussion; The General Education Article: “Why Study Humanities?” Program (GEP) Oct 6 -­‐ No Major Exploration Event Prepare for Major Exploration Event Class Major selection, courses, and major-­‐
DUE: Forum #2 this week Oct 13 specific involvement Oct 20 Mid-­‐Semester Check In Plan for Success Discussion/Worksheet Oct 27 and Transferable and Technical Skills “The Other 3 Legs” Service and Leadership; ENROLLMENT ADVISING COMPLETED Nov 3 transferable skills; Work Experience DUE: Quiz 3 on wellness issues and transition “The Other 3 Legs” DUE: Major Choice Assignment Nov 10 DUE: Forum #3 this week Nov 17 Plan for Success/Community Building DUE: Plan for success Nov 24 NO CLASS – THANKSGIVING Dec 1 -­‐ No NO CLASS THIRD ADVISING MEETING COMPLETED Class Exam date No Final Exam for this course Page 11 Page 12 MAJOR DESCRIPTIONS Page 13 Page 14 BIOCHEMISTRY Major Description Biochemistry is concerned with the discovery and understanding of the chemical principles of life. It is a wide-­‐
ranging field covering the composition, biosynthesis, structure, and function of biomolecules and the regulation of biochemical processes within organelles, cells, organs and organisms. Biochemistry provides the basis for biotechnology and molecular biology techniques ranging from biomolecular computation and modeling to regulation of gene expression. Graduates will be well-­‐prepared for professional school as well as employment and graduate work in biochemistry, molecular biology, biotechnology, and genetics. Biochemistry at NC State: The Biochemistry program at NC State is truly an example of academic excellence. With over 400 undergraduate majors, it is one of the largest undergraduate Biochemistry programs in America and one of the most popular undergraduate degrees at NC State. The excellence of this program is underscored by the fact that in the past years 17% of all Phi Beta Kappas at NC State University were Biochemistry majors. The average GPA of students graduating with a degree in Biochemistry is about 3.5, with several students graduating each year with perfect 4.00 GPAs and with Latin honors. Top students are invited to join the departmental Honors program, which requires advanced mathematics, physics, physical chemistry (two semesters) and 3 credit hours of research. The undergraduate program in Biochemistry offers its majors the opportunity to conduct research in faculty laboratories, and many undergraduates become co-­‐authors on scientific publications. We take great pride in our undergraduate program and the outstanding students who populate it. The Department of Molecular and Structural Biochemistry is well equipped to carry out research in biochemistry, chemistry, biophysics, molecular biology, and molecular genetics. Support facilities located within the Biochemistry department include the Bio-­‐NMR Facility, Mass Spectrometry Facility, X-­‐ray Crystallography Facility, and the Electron Microscopy Center. Special Notes about Biochemistry •
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Students interested in Biochemistry should be enroll in the following courses: BCH 103 and CH 101, CH 201 or CH 221 Students should talk to an advisor about which calculus series to take. Generally, students interested in professional schools, such as medical school or vet school, can take the MA 131/231 calculus series. If students are interested in research or graduate school in Biochemistry, they should take the MA 141/241 calculus series with the possibility of taking additional calculus courses. Resources •
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Department Website: http://biochem.ncsu.edu/ Biochemistry at NC State University (Facebook) Proteins Journal Club: http://biochem.ncsu.edu/pjc.php •
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Biochemistry Club NCSU Biochemistry Twitter (@ncsubiochem) Biochem Blogs: http://blogs.biochem.ncsu.edu/ American Society for Biochemistry and Molecular Biology: http://www.asbmb.org/ Biochemistry Coordinator Dr. James Knopp Department of Molecular and Structural Biochemistry jaknopp@ncsu.edu 919-­‐515-­‐5683 128 Polk Hall Page 15 BIOLOGICAL SCIENCES Major Description Biological Sciences attracts students with a wide range of interests. Accordingly, we offer five different ways to meet the requirements for a Bachelor of Science in Biological Sciences. All of our curricula are designed to provide a solid foundation in biology as well as the related fields of chemistry, physics, and mathematics. Upper division course requirements vary among the different curriculum options, but each provides some flexibility to select courses that best fit your interests and career goals. Requirements for a degree in Biological Sciences are demanding and designed to prepare students for exciting roles in a rapidly changing and increasingly complex world. Biological Sciences Concentrations: No Concentration -­‐ Biological Sciences majors receive comprehensive training in biology, spanning plant and animal life. Required courses are designed to develop breadth and depth in core areas, providing a strong foundation for all Biological Sciences majors. Ecology, Evolution, and Conservation Biology (EEC) -­‐ The concentration in Ecology, Evolution, and Conservation Biology offers students in-­‐depth studies in areas of biology of plants, animals, and other organisms and their populations and ecosystems. It is designed for students who have an interest in the diversity of life, including its origins, environmental changes causing its loss, and how to conserve it. Human Biology (HB) -­‐ The Human Biology curriculum provides training in areas of science important to health-­‐
related professions as well as relevant aspects of the humanities and social sciences. Integrative Physiology and Neurobiology (IPN) -­‐ The concentration in Integrative Physiology and Neurobiology provides a comprehensive grounding in basic principles of physiology and neuroscience, as well as in-­‐depth exposure to the application of those principles in understanding whole-­‐animal function, links between physiology and behavior, and the ways in which animals cope with challenges presented by their environments. Molecular, Cellular, and Developmental Biology (MCD) -­‐ The concentration in Molecular, Cellular, and Developmental Biology offers students in-­‐depth studies of the molecular and cellular basis of life and the processes through which organisms arise from single cells. Students learn the processes that govern cellular structure and function; gene structure, function, and regulation; the molecular and cellular mechanisms controlling development; and modern molecular and cellular tools used in the study of living organisms. Minor Description The minor in Biological Sciences is intended to enhance the programs of students whose major fields are outside the biological sciences and who are interested in obtaining either a broad-­‐based perspective in biology or a more focused experience in a particular area within biology. Resources •
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Biology Club at NCSU (Facebook Group) American Institute of Biological Sciences: http://www.aibs.org/home/index.html •
Department Website: http://bio.sciences.ncsu.edu Biological Sciences Coordinators Biological Sciences: Dr. William Grant Bill_Grant@ncsu.edu 919-­‐515-­‐3928 IPN: Dr. Jane Lubischer Jane_Lubischer@ncsu.edu 919-­‐515-­‐2587 EEC: Dr. Brian Langerhans Langerhans@ncsu.edu 919-­‐515-­‐3514 MCD: Dr. Russell Borski Russell_Borski@ncsu.edu 919-­‐515-­‐8105 HB: Dr. Lisa Parks Lisa_Parks@ncsu.edu 919-­‐515-­‐3494 Page 16 GENETICS Major Description Genetics is the science of inherited biological traits. Geneticists study genetic and environmental factors relevant to human health and disease, how the expression and function of genes regulate biological processes and development, and how genetic processes affect genetic variation in populations. Geneticists also develop new approaches for the management, analysis, and modeling of large, complex sets of genetic data. Genetics at NC State University: The Genetics program at North Carolina State University is a leader in contemporary genetics with education and research programs that integrate across traditional disciplinary boundaries to address the relationship between DNA sequence variation and phenotypic variation for complex traits. The program spans cellular, molecular and developmental genetics; and quantitative, population and evolutionary genetics. Experimental research programs cover both traditional and non-­‐traditional model organisms. Broad areas of interest include predicting disease risk and individual therapeutic treatments in human populations, optimizing selective breeding of agriculturally important plants and animals, and predicting adaptive evolution in response to environmental change. Outstanding undergraduate and graduate students receive interdisciplinary training in genetics through academic courses, research projects, outreach programs and informal interactions among students and faculty. Research Areas: Behavioral/Biomedical – This area investigates genetic and environmental factors contributing to phenotypes with relevance to human health and disease. Computation/Bioinformatics -­‐ This focus area develops new approaches for the management, analysis, and modeling of large, complex data sets. Research programs in this focus area use interdisciplinary techniques, including those from computer science, mathematics, and statistics. Molecular/Cell/Development – This area studies how the expression and function of genes and gene products govern cellular and developmental processes in animals and plants. Population/Quantitative – This area studies how genetic processes evolve to generate genetic variation in populations of organisms, and the effects on the patterning of variation within and between populations and species. Academic – The area develops scholarly activities focused on improving and delivering genetics education. Minor Description A minor in Genetics provides students with strong preparation in the principles of Genetics and Molecular Biology, as well as preparation in ancillary fields such as Statistics and Biochemistry. This Minor is appropriate for (but not limited to) students with majors in Plant and Soil Sciences, Animal Science, Biochemistry, Biological Sciences, Crop Science, Environmental Technology, Microbiology, Natural Resources, Nutrition Science, Plant Biology, Poultry Science, and Zoology. Resources •
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The Genetics Club (Facebook Group) Department Website: http://genetics.sciences.ncsu.edu/index.php •
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Genetics Society of America: http://www.genetics-­‐gsa.org/ The American Society of Human Genetics: http://www.ashg.org/education/careers.shtml Genetics Coordinator Dr. Stephanie Curtis Department of Biological Sciences securtis@ncsu.edu 2532 Thomas Hall 919-­‐515-­‐5747 Page 17 MICROBIOLOGY Major Description Microbiology is the study of microscopic organisms, including bacteria, viruses, fungi, algae, and protozoa, and their interactions with plants and animals, including humans. Courses in the major include the study of the growth and development, physiology, phylogeny, ecology, and genetics of an array of microscopic organisms and viruses. The Microbiology major is a rigorous course of study with a strong and diverse student population. Our program is not too large and not too small, with approximately 100 undergraduate students. Small upper-­‐level classes and research opportunities foster engagement across the entire NCSU microbiology community. Student performance, post-­‐graduation outcomes, and satisfaction exceed or are on par with those of other NCSU Life Sciences majors in all categories. Most of our students get involved with research, study abroad, and/or internships. Our most recent analysis showed that 94% of our students are either full-­‐time employed in the sciences or enrolled in post-­‐graduate education within one year of graduation. Students have the option to focus their studies in one of three different concentrations: The Microbial Health Sciences concentration is designed for students who wish to enroll in health-­‐related post-­‐graduate programs, such as medical, PA, dental, veterinary, or pharmacy schools. The Microbial Biotechnology concentration is designed for students who wish to enter the workforce in the biotechnology or the biomanufacturing industry after graduation. The Microbial Research concentration is designed for students who wish to continue their education in research-­‐oriented Ph.D. or M.S. graduate programs. Minor Description A minor in Microbiology is available to undergraduates majoring in any field, but may be especially appropriate for students in the life sciences or science education. This minor will be useful to students who want to strengthen their understanding of either basic cellular processes or applied areas such as the role of microorganisms in industry, agriculture or health. Resources •
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NC State Microbiology Club (Facebook Group) Department Website: http://microbiology.ncsu.edu/ Facebook Group: NC State University Undergraduate Microbiology Program •
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Twitter: NCSU Microbiology American Society for Microbiology: http://www.asm.org/ Society for General Microbiology: http://www.sgm.ac.uk/ Microbiology Coordinator Dr. James Brown Department of Biological Sciences James_Brown@ncsu.edu http://www.mbio.ncsu.edu/JWB/home.html 3510 Thomas Hall 919-­‐515-­‐8803 Page 18 NUTRITION SCIENCE Major Description Nutrition Science examines how what we eat affects our well-­‐being by determining optimal levels of essential nutrients and other food components, individual foods and food groups, and patterns of intake across the life cycle and in the context of specific disorders. Work in the field continues to expand and refine our understanding of the relationships between diet and health; provides guidance to individuals or groups on healthful eating; and develops and implements programs and public health policies that help people and communities make nutrition-­‐related decisions. Courses within the major include Introductory Nutrition, Life Cycle Nutrition, Advanced Nutrition and Metabolism, Nutrition and Chronic Disease, Maternal and Infant Nutrition, Public Health Nutrition, Community Nutrition, Food and Culture, and Exercise Nutrition. Students have two options within this major: The Nutrition Science option fulfills all of the prerequisites for medical school and other health professional programs, such as optometry and physical therapy, which typically require at least one semester of physics and four semesters of chemistry. The Applied Nutrition option helps students become qualified to consult and/or develop programming or public health initiatives on health-­‐related activities necessary for improving quality of life and lowering health care costs, and/or to work with agricultural and food industries to develop approaches associated with meeting these needs. (Note that many of these positions will require certification as a Registered Dietitian for eligibility, which requires further study after graduation, and/or a graduate degree.) The Applied Nutrition option may also be appropriate for students interested in health professional programs that do not require four semesters of chemistry and/or two semesters of physics, such as Physician’s Assistant and Nursing. Minor Description The Nutrition minor provides knowledge of the principles of nutrition that are needed to formulate balanced diets and to evaluate information and policies concerning foods and dietary practices. A minor in Nutrition would benefit those seeking employment in the food industry, extension service, as a science or health science educator, as well as someone interested in pursuing an advanced degree in a health-­‐care related field. Students may select courses to emphasize human or animal nutrition or a combination of both. Resources •
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Nutrition Club Department Website: http://fbns.ncsu.edu/ Facebook Group: Nutrition 101 •
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Academy of Nutrition and Dietetics: http://www.eatright.org/ American Society for Nutrition: http://www.nutrition.org/ Nutrition Coordinator Dr. Sarah Ash Department of Food, Bioprocessing & Nutrition Sciences Sarah_Ash@ncsu.edu 218 Schaub Hall 919-­‐515-­‐4043 Page 19 PLANT BIOLOGY Major Description Plant Biology is a broad discipline that is concerned with the function, structure, diversity, conservation, and ecology of photosynthetic organisms, as well as how their chemical and structural properties can be manipulated and utilized. Students who pursue the Plant Biology major take courses that provide them with a solid background in the natural and physical sciences, preparing them for any number of science-­‐based careers. At the same time, the major is flexible so students can tailor their major and elective coursework to their professional interests and goals. The major requires one general plant biology course and at least 12 hours of major electives. Students may pursue a general major by selecting major electives in different areas of Plant Biology, or specialize their study in one or more of the following areas: Plant Biotechnology, Plant Systematics and Ecology, Ethnobotany (the study of human-­‐plant relationships, including how plants are used for medicine and other natural products, food, clothing, and shelter), and Pre-­‐Health Professions. The major also has a total of 35 restricted and free elective hours that can be used to take courses in other science disciplines, prerequisite courses for professional programs, and/or coursework in a minor or second major (including those in the humanities and social sciences). Hands-­‐on Research Experience: A substantive research or teaching experience is required of all students in the major to help prepare and qualify them for post-­‐graduate education or employment. Students may work one-­‐on-­‐one with plant science faculty on a research project in a lab or in the field, complete an off-­‐campus internship with a private company or government agency, or conduct research at other institutions. Most students are involved in research or teaching for several semesters and present their work at research symposia at the university, regional, and/or national levels. What can I do with a degree in Plant Biology? The Plant Biology major is an excellent choice for students interested in pursuing a career in the plant sciences and related areas. Graduates are employed as researchers in academic, government, or industrial labs (including plant biotechnology and pharmaceutical companies in Research Triangle Park), as field botanists and conservationists, middle and high school science teachers, and as employees of environmental education or public service organizations. The major also provides excellent preparation for advanced training in the health professions (including pharmacy, dentistry, and general medicine) and in education. Minor Description The minor in Plant Biology is available to all degree-­‐seeking students at NC State University who are not enrolled in the Plant Biology major. The minor requires 15 hours comprised of a 4 credit hour introductory course (PB 200 or PB 250) and 11 hours of Plant Biology elective coursework. Up to 4 credit hours of special topics or special problems courses can be used to meet the elective hour requirements. Resources •
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Plant Biology Club: http://www.cals.ncsu.edu/pmb/pbclub/pbclubindex.
html or NCSU Plant Biology Club on Facebook Department Website: http://www.cals.ncsu.edu/plantbiology/ •
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Department Seminars: Most Tuesdays from 4-­‐5PM in 101 David Clark Labs Department Social Events American Society of Plant Biologists: http://my.aspb.org/ Plant Biology Coordinator Dr. Chad Jordan Department of Plant and Microbial Biology Chad_Jordan@ncsu.edu 2214-­‐A Gardner Hall 919-­‐515-­‐2222 Page 20 ZOOLOGY Major Description Also called "organismal biology," this major attracts students with a strong passion for animals. Zoology majors are broadly educated in the biology of animals. Required courses are designed to develop breadth and depth in core areas, providing a strong base for all Zoology majors. Students acquire knowledge of zoology from the organizational level of molecules and cells to the organizational level of ecosystems, with flexibility in the selection of upper level courses to then specialize or remain generalized, according to individual interests and career goals. The B.S. in Zoology differs from the B. S. in Biological Sciences primarily in its emphasis on animals, including a course requirement in animal anatomy and physiology and a course requirement in animal phylogeny. Some Zoology majors plan to attend veterinary school; others hope to conduct graduate studies in more specialized fields such as ecology, wildlife biology, or animal sciences. Other students complete their degrees and work in museums, zoos, or aquariums, taking their passions to the public. Zoology Opportunities in Raleigh and Nearby: Piedmont Wildlife Center – http://adultprogramspwc.wordpress.com/internships/ Noah’s Landing – http://www.noahslanding2x2.com/intern.html Duke Lemur Center – http://lemur.duke.edu/volunteers/ Carolina Tiger Rescue – http://www.carolinatigerrescue.org/education/internships.asp Conservators’ Center – http://www.conservatorscenter.org/internship.cfm NC Zoo – http://www.nczoo.org/about/Interns/index.html NC Museum of Natural Sciences – http://naturalsciences.org/volunteer/internships Sylvan Heights Bird Park – http://shwpark.com/park-­‐volunteer-­‐program.html Bald Head Island Conservancy – http://www.bhic.org/summer-­‐intern-­‐opportunities Minor Description The undergraduate minor in Zoology is intended to enhance the programs of students whose major fields are outside the biological sciences and who are interested in obtaining a solid foundation in zoological concepts, including diversity in the animal kingdom, morphology, physiology, evolution, behavior, and ecology. It is open to all baccalaureate students except those majoring in Biochemistry, Biological Sciences (any concentration), Environmental Science (Ecology concentration), Microbiology, Plant Biology, and Zoology. Laboratory experiences are an integral part of the minor. Resources •
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Zoology Club: http://clubs.ncsu.edu/zoology/index.html Animal Locus of Control (Facebook Page) •
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Association of Zoos and Aquariums: https://www.aza.org/ Zoological Association of America: http://zaa.org/ Zoology Coordinator Dr. Jenny Campbell Department of Biological Sciences Jenny_Campbell@ncsu.edu 120 David Clark Labs 919-­‐513-­‐7570 Page 21 Page 22 BLANK WORKSHEETS Page 23 Page 24 Create Your Own Degree Planner Name: Major(s): LSC 103 Section: Minor(s): (Place * next to minor courses) TRANSFER OR AP CREDIT EARNED IN HIGH SCHOOL Courses Total Credits: Credits Courses Total Credits: Credits Fall Semester Courses Total Credits: Credits Spring Semester Courses Total Credits: Credits Session I Total Credits: Credits Session II Total Credits: Credits Fall Semester Courses Total Credits: Credits Spring Semester Courses Total Credits: Credits Credits Session II Total Credits: Credits FIRST YEAR SUMMER SECOND YEAR SUMMER Session I Total Credits: Page 25 THIRD YEAR Fall Semester Courses Total Credits: Credits Spring Semester Courses Total Credits: Credits Session I Total Credits: Credits Session II Total Credits: Credits Fall Semester Courses Total Credits: Credits Spring Semester Courses Total Credits: Credits Credits Session II Total Credits: Credits Credits Spring Semester Courses Total Credits: Credits SUMMER FOURTH YEAR SUMMER Session I Total Credits: ADDITIONAL YEAR Fall Semester Courses Total Credits: Minimum Credit Hours Required for Graduation: Actual Credit Hours*: *Please note that going over 140 credit hours in your undergraduate career could result in a tuition surcharge. These hours exclude any transfer or AP credits earned while in high school. Please talk to your academic advisor if you will be over 140 hours. Page 26 General Education Program Requirements Name: LSC 103 Section: GEP Category Requirements: Within the life sciences majors, you will take several math and natural science electives. If you switch majors, you can keep track of your math and natural sciences here. Mathematical Sciences – 6 Credit Hours MA or ST Prefix: Natural Sciences – 7 Credit Hours Laboratory Course Included: For life science majors, the following courses will be considered your general education requirements. These are the minimum requirements; however, depending on your major, especially those outside of the STEMs, you may have more. Humanities – 6 Credit Hours Discipline 1: Discipline 2: Discipline 1: Social Sciences – 6 Credit Hours Discipline 2: Additional Breadth – 3 Credit Hours Humanities/Social Science/Visual and Performing Arts: Interdisciplinary Perspective – 5 Credit Hours Health and Exercise Studies – 2 Credit Hours HESF 100 Level: Introduction to Writing – 4 Credit Hours ENG 101 GEP Co-­‐Requisite Requirements: Co-­‐requisite requirements means you do not need to take additional credit hours to fulfill these; however, one of the courses you take must also meet this requirement. This is the only place in your degree audit that a course can count in two areas. U.S. Diversity Global Knowledge Page 27 Page 28 GPA Calculation Worksheet Name: LSC 103 Section: Grade Point Scale: Grade A+ A A-­‐ B+ B B-­‐ C+ Grade Points 4.333 4.000 3.667 3.333 3.000 2.667 2.333 Grade C C-­‐ D+ D D-­‐ F Grade Points 2.000 1.667 1.333 1.000 0.667 0.000 At NC State, an A+ is considered a 4.333 when you are calculating your GPA. When you are applying to professional or graduate school, you may need to recalculate this as a 4.0. After calculations, the maximum GPA at NC State is a 4.0. A 2.0 Grade Point Average is required to remain in good standing. •
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Calculating Your Semester GPA: Course Credit Hours (A) Grade Grade Point (B) Ex. BIO 181 4 A-­‐ 3.667 Total: (D) Grade Point Average = Total Credit Hours (D)/Total Grade Points (E): Total Grade Points (C) (A x B) = C (4x3.667) = 14.668 (E) Course Total: Credit Hours (A) Grade Grade Point (B) (D) Grade Point Average = Total Credit Hours (D)/Total Grade Points (E): Total Grade Points (C) (A x B) = C (E) Page 29 Calculating Target GPA: If you want to know what semester GPA you will need in order to reach a targeted GPA, please use the following guide: Steps Answers 1 Targeted GPA (TGPA) Current Credit Hours 2 (How many credit hours have you taken for a letter grade, including classes you may have failed?) Semester Credit Hours (How many credit hours are you taking this semester or how many 3 credit hours do you plan to take to help you reach your TGPA? Please only include the hours you are taking for a letter grade.) 4 Add these together. (#2 + #3 = ___ ) Future Total Grade Points Multiply the total number of credit hours by your TGPA to get the 5 number of total grade points you need. (#4 x #1 = ___ ) Current Grade Points 6 What is your total number of current grade points? You can view this in MyPack Portal under most recent Grades. Needed Grade Points Subtract the current grade points you have from the future total 7 grade points you need to reach your TGPA goal. (#5 -­‐ #6 = ___ ) Divide your needed grade points by the number of semester credit This is the semester GPA 8 hours you will be taking to reach your TGPA goal. you need to obtain to reach (#7 / # 3 = ___ ) your targeted GPA. Reflections: 1. Is your goal realistic? 2. If no, is your goal realistic if you calculated this for several semesters instead of just one semester? 3. What steps can you take to help improve your academic success? 4. What academic resources are available to help you reach this goal? Page 30 Matriculation Tracker Use this sheet to track your progress towards matriculation into a life science curriculum. Indicator Course Credit Hours Grade Earned Grade Points* BIO 181 4 BIO 183 4 CH 101 3 Total 11 N/A Total Grade Points (Above): Divide Total Grade Points by 11 (Credit Hours): , this is your Indicator Course GPA Cumulative GPA (Found on Unofficial Transcript: Number of Credit Hours taken at NC State: Grade Point Chart*: Grade A+ A A-­‐ B+ B B-­‐ C+ Grade Points 4.333 4.000 3.667 3.333 3.000 2.667 2.333 Grade C C-­‐ D+ D D-­‐ F Grade Points 2.000 1.667 1.333 1.000 0.667 0.000 Matriculation Requirements: Automatic Admission to LSFY Major of Choice If: Indicator Course GPA is 3.5 or Greater Cumulative GPA is 3.0 or Greater Minimum of 15 Credit Hours Completed at NC State Minimum Matriculation Requirements for all LSFY Programs: •
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Vary by major, consult your advisor Page 31 Page 32 COURSE ACTIVITIES Page 33 Page 34 Human Bingo Name: LSC 103 Section: Find s omeone w ho fits the following a ttributes a nd h ave them fill in the a ppropriately n umbered square b y p rinting their n ame. N o o ne c an s ign the s ame s heet m ore than twice. B I N G O 1 Oldest child in their family 2 Is a vegetarian or vegan 3 Has lived overseas 4 Knows what LSFY stands for 5 Going to the 1st home football game 8/30 9 From outside of North Carolina 10 Planning to study abroad 14 Has a tattoo 15 Interested in same career as you 19 Is an NC State athlete 20 Youngest child in their family 6 7 8 Has at least 6 hrs Has an exotic pet Is a member of a of AP credit Living-­‐Learning Village 11 Read “Tommorow’s Table” 12 Is in one of your classes: BIO, CH, or MA 13 FREE 16 17 18 Has at least one A parent is an NC Has a job outside red shirt (for State grad of school for this gameday!) fall 21 Concerned about time management 22 Plays a musical instrument 23 24 Is wearing an NC Knows the name State shirt today of the Chancellor 25 Living off campus Page 35 Page 36 Forum Assignment Three Submissions Over the course of the fall semester, students are required to attend three (3) events outside of the weekly class period with different foci. They should attend one event from each of the following categories, with potential sources for event schedules listed underneath: 1. One event relevant to an intended major(s) NOT including the Major Exploration Event • Academic Departments and Colleges • Career Fairs • Office of Undergraduate Research 2. One skill building workshop • LSC 103 Workshops • Career Development Center • CSLEPS • Student Health Services • Study Abroad Fair 3. One workshop of his/her choice (including volunteer and shadowing experiences) • Moodle Site • NCSU Website • Speak to your instructor/course assistant You should complete at least one activity and submit the corresponding reflection by each of the following dates: 1. A minimum of one forum attended by September 19 2. First and second completed by October 17 3. All completed by November 14 After an event is attended, students should post a reflection of the event on the appropriate Moodle Forum for LSC 103 to receive credit. The reflection should detail the name and the date the event, a brief description of the event, and address at least four of the following items: 1. Something learned from attending the event 2. A connection made to current major and career plans 3. Why the event did/didn’t meet expectations 4. A critique as to what would have made the event more meaningful to the student 5. What you learned about yourself and/or others 6. Ideas that made you think in a new way Instructors will provide guidance for some events that are being offered, but students will need to search for activities on their own. Good places to find on-­‐campus activities are the NC State website and the LSC 103 Moodle site, as well as those for various offices and departments on campus. When you submit your reflection on the Moodle site, you affirm that you attended the event; that you have neither been given or received any unauthorized assistance on this report; and that you have used your own words and ideas. Page 37 Forum Reflection Rubric Criterion Max Points Title and Date of Event 5 Description of Event 15 Reflection Contains at least 4 of the following Items: 80 •
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Idea(s) that made you think in a new way Total 100 Points Earned Notes Page 38 Selected Course Names Name: LSC 103 Section: • Role of Biotechnology in Society • Biological Clocks • Physical Biochemistry • Endocrinology • General Biochemistry • General Entomology • Principles of Biochemistry • Advanced Human Anatomy & Physiology • Introductory Biochemistry Laboratory Lab • Biochemistry of Gene Expression • Fisheries and Wildlife Administration • Advanced Biochemistry Laboratory • Hormones and Behavior • Proteins and Molecular Mechanisms • The Human Animal: An Evolutionary • Survey of Animal Diversity Perspective • Animal Diversity Laboratory • Principles of Biological Oceanography • Introduction to Environmental Research • Field Ecology and Methods • Introductory Biology: Ecology, Evolution, • Neurobiology and Biodiversity • Conservation of Natural Resources • Introductory Biology: Cellular and Molecular • Piedmont Wildlife Ecology and Biology Management • Basic Human Anatomy and Physiology • Fisheries Techniques and Management • Marine Biology • Mountain Wildlife Ecology and • Understanding Structural Diversity through Management Biological Illustration • Coastal Ecology and Management • Human-­‐Animal Interactions • Conservation Biology in Practice • Animal Anatomy and Physiology • Conservation of Biological Diversity • Research in the Life Sciences I: Research • Wildlife Management Skills • Vertebrate Natural History • Research in the Life Sciences II: Guided • Urban Wildlife Management Research • Forest Wildlife Management • General Parasitology • Tropical Wildlife Ecology in Nicaragua • Primate Ecology and Evolution • Human Dimensions of Wildlife and Fisheries • Evolutionary Biology • Professional Development in Fisheries, • Captive Animal Biology Wildlife, and Conservation Biology • Animal Phylogeny and Diversity • Fisheries and Wildlife Administration • Wildlife Management • Mammalogy • Ecology • Principles of Wildlife Science • Developmental Biology • International Wildlife Management and • Developmental Anatomy of the Vertebrates Conservation • Developmental Anatomy Laboratory • African Ecology and Conservation • Water Resources: Global Issues in Ecology, • Genetics in Human Affairs Policy, Management, and Advocacy • Principles of Genetics • Invertebrate Biology • Elementary Genetics Laboratory • Functional Histology • Molecular Genetics • Introduction to Animal Behavior • Population, Quantitative and Evolutionary • Cell Biology Genetics • Advanced Human Anatomy and Physiology • Advanced Genetics Laboratory Page 39 Selected Course Names Continue •
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Introductory Bioinformatics Genes and Development Human and Biomedical Genetics Genome Science Advanced Bioinformatics Introduction to Microbial Bioprocessing Microbiology and World Affairs Phage Hunters Phage Genomics Fundamentals of Microbial Cell Culture Fundamentals of Microbial Cell Biotransformations General Microbiology General Microbiology Laboratory Inquiry-­‐Guided Microbiology Lab Scientific Inquiry in Microbiology: At the Bench Food Microbiology Food Microbiology Lab Medical Microbiology Medical Microbiology Laboratory Microbial Metabolic Regulation Bacterial Pathogenesis Immunology Microbial Diversity Microbial Diversity Lab Microbial Biotechnology Molecular Virology Current Issues in Microbiology Food and Culture Introduction to Human Nutrition Public Health Nutrition •
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Advanced Nutrition and Metabolism Maternal and Infant Nutrition Comparative Nutrition Human Nutrition and Chronic Disease Community Nutrition Life Cycle Nutrition Lactation, Milk and Nutrition Perspectives on Botany Plant Life Our Green World Agricultural Biotechnology: Issues and Implications Plants and Civilization Medicinal Plants Plants in Folklore, Myth, and Religion Local Flora Plant Biology Space Biology Special Topics in Botany Introduction to Whole Plant Physiology Plant Structure and Diversity Systematic Botany Wetland Flora Plant Anatomy Plant Physiology Paleobotany Rare Plants of North Carolina Applied Bioinformatics Introduction to Plant Biotechnology Plant Tissue Culture and Transformation Page 40 Major Choice Assignment Name: LSC 103 Section: 1. Choose three LSFY majors to compare in the chart. Please write the name of each major in the top column of this chart. It is okay to compare different concentrations within the same major (e.g. Biological Sciences: HB vs. Biological Sciences: MCD). For each of the majors you are comparing, indicate which courses listed are required (not an elective choice) for the major. (This information is most easily found on the Reg. & Rec. homepage, “Curricula & Advising” tab, “Curricula Requirements.”) Major 1 Major 2 Major 3 Course BCH 351. General Biochemistry BCH 451. Principles of Biochemistry BIO 181. Intro Bio Ecol/Div BIO 183. Intro Bio Cell/Mol BIO 212. Basic Human Anatomy & Physiology BIO 250. Animal Anatomy & Physiology BIO 330. Evolutionary Biology BIO 360. Ecology BIO 414. Cell Biology BIO 421. Advanced Anatomy & Physiology BIO 424. Endocrinology BIO 460. Field Ecology Methods BIO 361. Developmental Bio. Or GN 434 Genes & Development BIO 488. Neurobiology BIT 410. Manipulation of Recombinant DNA CH 101/102. General Chemistry & lab CH 221/222. Organic Chemistry I & lab CH 223/224. Organic Chemistry II & lab CH 201/202. Quantitative Chemistry & lab CH 331. Introductory Physical Chem. or CH 431. Physical Chem. FS 201. Intro to Food Science GN 311. Principles of Genetics GN 312. Elementary Genetics lab GN 421. Molecular Genetics GN 423. Population, Quantitative, & Evolutionary Genetics GN 425. Advanced Genetics lab MA 121. Elements of Calculus or MA 131. Calculus for Life & Mgt A MA 131. Calculus for Life & Mgmt Sci. A or MA 141. Calculus I. MA 231. Calculus for Life & Mgmt Sci. B or MA 241. Calculus II. MB 351. General Microbiology MB 352. Gen. Microbio lab MB 354. Inquiry-­‐Guided Microbio. lab Cont’d next page Page 41 Major 1 Major 2 Major 3 Course (cont’d) MB 411/412 Medical Microbiology & lab MB 414. Microbial Metabolic Regulation MB 451/452. Microbial Diversity & lab MB 451/452. Microbial Diversity & lab MB 455. Microbial Biotech MB 360. Scientific Inquiry in Microbiology MB 480. Current Issues in Microbiology NR 406. Conservation of Biological Diversity NTR 301. Intro to Human Nutrition NTR 401. Adv. Nutrition & Metabolism PB 250. Plant Biology PSY 200. Intro to Psychology PY 211. College Physics I PY 212. College Physics II ST 311. Introduction to Statistics Learning Experience Required 2. Using the three majors you explored in Question 1, use the chart below to indicate which courses you would choose to take in the “major electives” category. Choose at least 12 credit hours for each major. Please write the name of each major at the top of the appropriate column, keeping your numbering system the same as Chart 1. Major 1 Major 2 Major 3 3a. In your Course Pack, find the page titled “Selected Course Names.” Highlight all of the courses that sound interesting to you (if you’re not sure about a course, read its description in the online Course Catalog). Attach these (highlighted) pages to this assignment. Page 42 3b. In the space below, reflect on how closely your choices from the “Selected Course Names” list correspond with the courses in the majors you explored in Questions 1 & 2 above. Comparing your list of highlighted courses (from the “Selected Course Names List”) to the Major and Major Electives requirements, is there a major that clearly aligns with courses that sound interesting to you? Or are there many highlighted courses that are not reflected by the majors you chose to explore, suggesting that another life science major and/or concentration may be more aligned with your interests? 4. Share something you learned during each session of the Majors Exploration Event on October 6th, 2014. These do not need to be the same three majors you explored above, in fact, you are encouraged to explore areas you have not previously considered during this event. Put the name of the major at the top of each column. Major 1 Major 2 Major 3 5. Considering the accumulated information above, which major best fits your academic interests? 6. Use the Degree Planner tool in MyPack Portal to completely plan out all of the courses you will take to fulfill the degree requirements of your top-­‐choice intended major (the same one you indicated in #5, above). Be sure to plan courses by semester. (Tip: you may find it easier to brainstorm using the blank “create your own degree planner” found in our Course Packet on page 19.) When you have completed your online planner, print it out and attach it to this document. Please be sure that all pages of the planner print. (You may need to use Firefox or Internet Explorer; Chrome often has trouble with this function). Page 43 Page 44 Plan for Success Name: LSC 103 Section: Major Information 1) List your top two preferred majors. 2) List one thing you can you do outside of class to learn more about what you can do with your intended major. Career Goals 3) List your primary career goal. a) Does this career require additional education or training? i) If you need additional education, what is the minimum GPA required to get into the program? ii) Is there a required exam for graduate school or getting your license? If so, list the exam(s) required. A. What is the minimum/suggested score you should have? iii) What are the prerequisite courses, if any? Include how many credits you will need for each prerequisite. iv) Are there any required experiences you should have before applying? b) What undergraduate experiences should you have to improve your qualifications for this career goal? c) List one individual who could help you meet this goal. How can this individual assist you in meeting your goal? d) List one on campus resource available to help you meet this goal. e) How can you use your top choice for a major to accomplish this goal? (Be specific) Page 45 4) List your parallel career goal. a) Does this career require additional education or training? i) If you need additional education, what is the minimum GPA required to get into the program? ii) Is there a required exam for graduate school or getting your license? If so, list the exam(s) required. A. What is the minimum/suggested score you should have? iii) What are the prerequisite courses, if any? Include how many credits you will need for each prerequisite. iv) Are there any required experiences you should have before applying? b) What undergraduate experiences should you have to improve your qualifications for this career goal? c) List one individual who could help you meet this goal. How can this individual assist you in meeting your goal? d) List one on campus resource available to help you meet this goal. e) How can you use your top choice for a major to accomplish this goal? (Be specific) Career Exploration 5) Take the Jung Typology Test found under Career Assessments on the Career Development Center website. a) What is your type? b) Do you believe your results were accurate? Why or why not? Page 46 c) Based on your type, what do you think is an advantage you will have in your intended career? d) Based on your type, what do you think is a challenge you will have in your intended career? How can you work through this challenge? 6) List one professional you can interview for more information on your intended career. a) Prepare the email you will send to this individual to introduce yourself and include why you are contacting them. b) List 3 questions you would ask this individual. i) ii) iii) Undergraduate Experiences 7) List one academic experience you can accomplish within your undergraduate career. (Be specific) a) List one benefit or skill you would like to gain from this experience. b) List the contact for this experience or who can assist you in accomplishing this goal. c) When do you plan to engage in this activity? d) How does this relate to your career or parallel career goals or major? Page 47 8) List one leadership/service experience you can accomplish within your undergraduate career (Be specific): a) List one benefit or skill you would like to gain from this experience. b) List the contact for this experience or who can assist you in accomplishing this goal. c) When do you plan to engage in this activity? d) How does this relate to your career or parallel career goals or major? 9) List one job experience you can accomplish during your undergraduate career. (Be specific) a) List one benefit or skill you would like to gain from this experience. b) List the contact for this experience or who can assist you in accomplishing this goal. c) When do you plan to engage in this activity? d) How does this relate to your career or parallel career goals or major? 10) List one social experience you can accomplish during your undergraduate career. (Be specific) a) List one benefit or skill you would like to gain from this experience. b) List the contact for this experience or who can assist you in accomplishing this goal. c) When do you plan to engage in this activity? d) How does this relate to your career or parallel career goals or major? Page 48 Reflections Put thought into your answers. Each should have a minimum of 8 sentences answering the questions. Your response should clearly address the question and provide enough details to have a complete answer. Make sure to answer ALL questions. You may attach an additional sheet to answer these questions or type out your answers to make it easier to read. 11) What message do you want to send a future recruiter through these experiences? How will these experiences help you stand out from other candidates? 12) After completing your plan for success, can you realistically complete all of the items you have listed in four years? Why or why not? What will be some challenges? What modifications to your plan could you make? 13) How will you keep yourself accountable for your goals? What will you do if you cannot accomplish all of your goals, such as, you didn’t get an experience you were looking for or you did not make the grades to meet the requirements? Page 49 Page 50 ADVISING INFORMATION Page 51 Page 52 Advising Syllabus NCSU Life Sciences First Year Program Academic Advising Mission Statement Academic advising in the Life Sciences First Year Program is a teaching and learning partnership between advisors and students designed to promote and support students as they explore opportunities in the Life Sciences. Through this partnership, Advisors will challenge students to develop autonomy and build skills necessary for success as they embark on a journey of academic, personal, and professional growth. Learning Outcomes for First Year Advising We believe that you will find your greatest success and satisfaction as a student if you create a solid foundation during your first year. To build this foundation, our first year advising practices focus on helping you develop in three areas: Explore your possibilities Enrich your education Engage with your community During the first semester, you will explore your academic possibilities by relating your interests, goals, skills, and values to majors, careers and the purpose of higher education. You will know where to locate and how to leverage tools and resources that help you clarify your intended path. By the end of the first year, you will identify at least one academic major consistent with your life goals and will understand the matriculation requirements to enter your intended degree program. By the end of the first year, you will recognize the link between co-­‐
curricular activities and academic experiences. You will be able to identify multiple resources and organizations that complement formal classwork and enrich your undergraduate experience. You will understand how participation in selected activities helps you to explore and refine your career goals. By the end of your first year, you will have transitioned seamlessly into the NC State community. You will understand the expectations of you as a scholar at NC State, and you will understand how relationships with faculty, other students, and organizations on campus offer ways for you to grow and give back. The Student-­‐Advisor Partnership Advisor Responsibilities •
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We will treat you respectfully and maintain confidentiality. We will be adequately accessible via email, office hours, and scheduled appointments. We will understand and effectively communicate about the life sciences curricula, matriculation requirements, and university policies and procedures. We will encourage and guide you as you gain the skills to develop clear and attainable educational plans, and help you monitor your progress toward meeting your goals. We will encourage you to engage in activities outside of your coursework. We will assist you in career planning. We will provide you with information about, and strategies for using, campus resources and services. Student Responsibilities •
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We expect you to maintain professionalism in your relationship with your advisor at all times. We expect you to keep scheduled appointments and arrive prepared and on time with questions or materials for discussion. We expect you to maintain an advising folder for all advising materials, and to read and save all emails from your advisor We expect you to set realistic goals, create plans to achieve those goals, and monitor your progress. We expect you to communicate with your advisor if situations arise that impede your progress or success. We expect you to become knowledgeable about university policies and procedures. We expect you to accept responsibility for your decisions, and ask questions if you have a concern or do not understand an issue. Page 53 College Academic Advisor vs. High School Guidance Counselor Your relationship with your Advisor will be much more specific than that with your high school guidance counselor. Your academic Advisor is trained to help you maximize your academic potential while here at NC State. Other centers on campus focus on student health (both physical and mental), disability services, and career counseling. You may be most comfortable initially addressing these non-­‐academic issues with your Advisor, but do not be surprised if s/he refers you to another office with staff who are trained in your particular area of need. See the chart below for a quick list of things your academic advisor can/will do to help you, and things your Advisor will not do. Your Academic Advisor Can: Your Academic Advisor Can Not: •
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Provide advice on what classes count towards your graduation requirements and help you check prerequisites Advise on academic deadlines Clarify university policies and procedures Refer you to academic support services (such as the Tutorial Center) Refer you to specialized campus resources (such as the Counseling Center, the Women’s Center, Career Services, etc.) Review admission requirements for professional and graduate schools Follow up (usually via email) on concerning Progress Reports Advocate, as needed Provide letters of recommendation and references, upon request and when appropriate •
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Enroll you in courses Provide you with special accommodations Counsel you on personal matters (but we can walk with you to the Counseling Center, if needed) Tell you the “best” teachers to take Help you understand financial aid, housing, parking, etc. (but we can help you find the appropriate resource) Make sure you are attending class , and call you (or your parents) if you are not attending Remind you of scheduled meetings Talk to professors for you Share FERPA-­‐protected information with people who do not have FERPA access – including your parents Your First Year Advising Calendar At A Glance Fall Spring Events August 20 September 3 January 7 January 21 October November December March April May First day of classes Census date. Last day to drop a course without a W, or change from credit to audit with tuition adjustment. Students are expected to complete all hours for which they are enrolled as of this date. Course schedule for next semester becomes available, Enrollment advising begins. Most First Year students begin to enroll in classes for next semester. Final Exams Page 54 Preparing for Advising Meetings Use this check list to prepare for advising meetings with your LSFY Academic Advisor. 1. For scheduled meetings: • Plan ahead. Know how to set appointments with your advisor, and schedule your appointment at least 48 hours in advance. • Come on time (or a few minutes early). Wait for your appointment in the Administrative Assistant’s area in 2717 Bostian Hall (not in the hallway). • Come prepared. Bring all materials (including completed Advising Forms) that your advisor has requested, and keep up with these materials in your designated Advising Folder. 2. For drop-­‐in meetings: • In addition to scheduled meetings, your advisor is also available for quick questions during “Drop-­‐In” or “Walk-­‐In” hours. Your advisor will post these hours outside of their office, and usually also include this information in their email signature line. • It is not necessary to schedule an appointment for Walk-­‐Ins. However, it is courteous to email your advisor in advance to let him/her know what time you plan to drop by and provide a general idea of the questions/concerns you would like to discuss. • Be respectful of Walk-­‐In times; these are for short meetings. If you have a concern that will take longer than 10 minutes to discuss, it is best to schedule or request an appointment. Leave Walk-­‐In hours available for those students with quick questions. 3. For Enrollment Advising (October): • Begin by finding your enrollment date in MyPack Portal. (Your Enrollment date and time appear on your Student Center page, on the right hand side.) • Look for an email from your advisor, and follow his or her instructions on how to schedule an enrollment advising appointment. Be sure that your scheduled appointment falls before your enrollment date. Appointment slots fill quickly; it is your responsibility to schedule your appointment early, to be sure you are seen prior to your Enrollment Date. • View the tutorial for using the Degree Planner (link can be found on LSC 103 Moodle site). • Use the Degree Planner in MyPack Portal to plan Spring 2015 and Summer 2015 (if applicable) courses you will take for your intended major. o Be sure to assign a term to each course you plan. o Check your pre-­‐requisites after you have planned your classes to ensure all are met. • The Course Schedule for Spring 2015 will be available in early October, so feel free to create your Shopping Cart before you come to your meeting. Your Shopping Cart does NOT replace using the Degree Planner for Spring courses. • Complete the Advising Form – Second Advising Meting Fall 2014, prior to your meeting and bring these sheets to your appointment in your advising folder. • Print off 8-­‐semester displays (found on the Registration & Records website) for the three majors explored in your Major Exploration Assignment and bring these sheets to your appointment in your advising folder. • Fill out a Grade Record (found in your course packet) for each of your classes and bring it to your appointment in your advising folder. • Note that if you come unprepared to this meeting, you will need to reschedule your meeting which may be after your enrollment time. In addition, your holds may not be released until you complete the requirements listed above. Page 55 Page 56 Advising Form -­‐ First Advising Meeting Fall 2014 Student Name: Advisor: What aspect of college has been the most significant for you in terms of transitioning from high school? What are your major concerns so far? Notes (we will complete this section during your advising meeting): Student To-­‐Do’s (we will complete this section during your advising meeting): Referrals: r Counseling Center r Undergraduate Tutorial Center r Other tutoring r Academic Advising Services r HealthPAC r VetPAC r Disability Services Office r Career Development Center r Cashier’s Office r Financial Aid r studyabroad.ncsu.edu r Other r Other Advisor Use Only Advisor Signature Student signature Page 57 Page 58 Advising Form – Second Advising Meeting Fall 2014 Name: Unity ID: Desired Major(s)/Concentrations: Today’s Date: Enrollment Date: Checklist for your appointment (initial each line to indicate that you have these items). This form, with shaded areas completed. A copy of the Eight-­‐Semester Display for 3 intended curriculums A copy of your Degree Planner, as outlined in the instructions given you on Moodle and in class. A completed Grade Report Form (see form on Moodle or in Course Pack) for each course you are currently taking All of these items in your designated advising folder. For Advisor Use Only How are you? How are you feeling about your academics and coursework? Check all that apply, or enter your own response. Optimistic Motivated Frustrated Excited Uncertain Hopeless Overwhelmed Ambivalent ___________ How are you feeling about life in general? Check all that apply, or enter your own response. Happy Supported Down/Sad Hopeful Hopeless Energized Hangin’ in Anxious ___________ Is there anything going on in your life that is impacting your academic performance this term? Your Academic/Major Interests What majors (list 3) are you considering? What career fields are you considering? What else do you enjoy learning or doing? Time Management How many classes have you missed so far this term? Reason for absence(s): Do you have a job in addition to school? How many hours do you work, and doing what? Is this job optional (for extra cash, enjoyment, skill development) or necessary (to support yourself)? How many hours outside of class are you spending each week on school work for each class (list separately)? Page 59 Student To-­‐Do List Item (before third meeting/end of term) (To be completed with Advisor): Referrals: r Counseling Center r Undergraduate Tutorial Center r Other tutoring r Academic Advising Services r www.ncsu.edu/CODA (bring info to next meeting)! r HealthPAC r VetPAC r Disability Services Office r Career Development Center r Cashier’s Office r Financial Aid r Studyabroad.ncsu.edu I have met with my advisor for Fall 2014 enrollment. I take full responsibility for my academic progress and will consult further with my advisor and other resources as needed. I understand the importance of following up on any action items listed by my advisor (see page 2). Student signature and date: *Please note, if you do not complete all required items prior to your advising appointment, your advisor may ask you to reschedule your appointment at a later date, which may be after your enrollment window opens. Page 60 Grade Report Form Instructions: •
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List your courses in Column 1 Use the syllabi from each of your courses to fill out Column 2. List your grades for each item in Column 3. Column 1 Course Ex. BIO181 Graded Item Ex. Exam 1 Column 2 % of total grade Ex. 20% Column 3 Grade Received Ex. 85 Page 61 Page 62 Advising Form – Third Advising Meeting Fall 2014 Name: Unity ID: Desired Major(s)/Concentration(s): Today’s Date: Enrollment Date: Checklist for your appointment (initial each line to indicate that you have these items). This form, with shaded areas completed, as well as your form from 2nd advising meeting. An updated Grade Report Form (see form on Moodle or course pack) for each course you are currently taking. All of these items in your designated advising folder. For Advisor Use Only How are you? How are you feeling about your academics and coursework? Check all that apply, or enter your own response. Optimistic Motivated Frustrated Excited Uncertain Hopeless Overwhelmed Ambivalent ___________ How are you feeling about life in general? Check all that apply, or enter your own response. Happy Supported Down/Sad Hopeful Hopeless Energized Hangin’ in Anxious there Is there anything going on in your life that is impacting your academic performance this term? Please explain how you have made progress on the To-­‐Do Items from your 2nd Advising Meeting: Student To-­‐Do List Items (end of Fall 2014) – To be completed with your Advisor I understand that following through on advisor referrals and suggestions is key to my success and is a large part of taking ownership over my education. My advisor and I have discussed my follow-­‐through on these items at our third meeting, and I have agreed on additional items as listed above. Student signature and date: Page 63 Page 64 Grade Report Form Instructions: List your courses in Column 1 Use the syllabi from each of your courses to fill out Column 2. List your grades for each item in Column 3. Column 1 Column 2 Course Graded Item % of total grade Ex. BIO181 Ex. Exam 1 Ex. 20% •
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Column 3 Grade Received Ex. 85 Page 65 Page 66 TIPS AND RESOURCES Page 67 Page 68 Time Management Quick Tips 1. Use your planner to keep track of all assignments. 2. Using your planner, prioritize daily, weekly, and monthly “to-­‐do” lists and monitor your progress in completing tasks. Reward yourself when “big projects” are completed on time (or early!) 3. Find your productive time. Are you a morning person, or a night owl? When (and where?) do you find it easiest to study? 4. Once you’ve identified when and where you study best, schedule daily blocks of study time that take advantage of your personal study preferences (time, location, etc.). During this time, turn off your cell phone, TV and all other distractions. 5. Keep at least one pending assignment with you during the day. That way, if you have time between classes, you can find a quiet place to get some productive work done. 6. Easily distracted by time-­‐wasting websites? Try a website-­‐blocking tool that will prevent you from accessing certain sites. Here are a few (though there are others): • StayFocused (Chrome extension -­‐ free) • Self-­‐Control (Mac only -­‐ free) • Freedom (PC – free trial) • Anti-­‐Social (free trial) 7. Go to bed and wake up at approximately the same time every weekday. This will help you to feel alert during class and study time, as well as ready for bed at night. Erratic sleep patterns often result in oversleeping and missing class or falling asleep during your class. 8. Keep a log (especially at the beginning of the semester) of how long it takes you to do the homework in each of your classes, prepare for quizzes and tests, and write short papers. Knowing this will help you budget time appropriately for future course assignments. 9. Break large projects up into smaller pieces and work backwards to set intermediate due-­‐dates for these smaller tasks. This helps you avoid procrastination and keeps you on task. 10. Check out the free Time Management workshops offered by the Counseling Center. 11. Learn that it’s okay to say “no” to friends, family and significant others when you really need to get work done. Let them know when you will be available to schedule some social time. Page 69 Weekly Schedule – Blank Calendar Use the blank schedule below to track how you spend your time during a “typical” week. Tracking how you currently spend your time can help you identify times that you can block out to focus on school activities, and also create blocks of time more appropriate for socializing. Mon Tues Wed Thurs Fri Sat Sun Before 8am 8:00am 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00pm 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00 9:30 10pm & on Page 70 Email Etiquette Guide for College Students As a college student, email is a key way you will communicate with other individuals in your college community, whether it’s your college professor, your academic advisor, or even your peers. As such, here are some tips about how to appropriately use email. 1) Check Your Email Often: Your NC State email is the official form of communication at NC State, so be sure to check it often. Your professors, academic advisors, and other individuals on campus will communicate with you through email so make sure you don’t miss anything important! Don’t forget to periodically check your “junk” and “spam” folders, as sometimes important communication gets misdirected to these locations. 2) Don’t Expect an Immediate Reply: With today’s technology, we often expect to have answers instantly. However, please remember that your email is being sent to a real person who may need time to respond to your message. It is appropriate to wait at least 24 business hours before following up on an email. Also, don’t expect to receive a response at night or over the weekend. 3) Be Formal: If you are emailing someone you do not know well, or if this is the first time you are emailing them, you should be formal in your message. For example, start your email by greeting the person and stating how you know them. Use proper grammar and sign your name at the end of your email. 4) Brief but to the Point: Let the reader know what you are asking for in the email. Provide enough details so the reader doesn’t have too many follow up questions, but brief enough so the reader doesn’t have to search for the information. 5) Use Proper Grammar: Your email is a reflection of you. You should avoid simple mistakes such as misspelling words, using texting abbreviations, having ALL CAPS LETTERS, etc. 6) Emailing is Not Texting: You can text your friends, not your professor. “LOL” is not appropriate in an email, unless you are emailing a very good friend. Also, don’t send several emails one after the other. Make sure you have thought through the content of your email so you don’t have to send too many follow up emails or questions; one well-­‐written email is much preferred. 7) Watch Your Tone: Always reread your email to make sure it sounds appropriate. Unlike a face to face conversation, email doesn’t convey your nonverbal cues. If you are not sure about the tone of your email, read it aloud, or have a friend or colleague read over your message first. If you are frustrated or something is going on that may affect your email, it is good practice to wait a couple of hours before writing or sending an email. Remember, your email can be kept as part of your record; you cannot “un-­‐send” your message. 8) Address the Reader Appropriately: Always start your email with an appropriate greeting. In addition, make sure to address the recipient by their title. Ms. is more appropriate than Mrs. if you do not know if they are married. If you can’t tell the gender of the reader, you should do some research or at least list their full name. Unless someone has given you permission, you should not address someone by their first name. 9) Be Careful With Reply All: If you don’t want everyone to read a response, then don’t reply all. Also, if it’s not relevant to someone, then don’t include them in that message. This includes chain emailing. Also be aware of who has been cc’ed on the email or who needs to be cc’ed in your response. 10) Google It: If you have a simple question and you can find the answer easily on the NC State website or Google, try to find the answer yourself before emailing someone with a trivial question. Yes, this happens, a lot. Page 71 Asking for a Letter of Recommendation or Reference When requesting letters of recommendations or references, here are some items that are fairly common protocol amongst letter writers: 1. Ask the person to serve as your reference or write a recommendation letter before you list them as such. It can be considered unprofessional if they are contacted by a program or organization before being appropriately asked. 2. Be sure to ask someone who can write a strong/convincing/positive letter (or whatever adjective you want reflected in a letter). If the person you seek to provide the letter cannot assure you of this, ask someone that can. 3. Be sure the letter writer can reflect on the information the program is seeking. Some applications aim to learn about a student's character, academic progress, leadership, research experience, creativity, etc. Make sure to choose someone who can share the appropriate insight. 4. Know the requirements for the recommendation. Is the program asking for faculty, staff, instructor, supervisor, etc.? Ask the appropriate person. Some academic advisors are not faculty and cannot write in place of a faculty member unless this is allowed by the program. 5. Give at least a two week notice. A letter writer needs ample time to compose a recommendation that will be a good reflection of you and them. 6. Provide the following things to each letter writer or reference -­‐ a resume, information about or a link to the program of interest, the deadline, instructions to address the letter (mail, email, link, etc.), a copy of a personal statement or essay if required for the program being applied to, and any other information that may be helpful in writing a letter. 7. If you need to make an appointment to provide more information, such as your goals or intent in applying to a program, do so in a timely manner. We hope these tips are helpful for you. Good luck applying to programs. Page 72 Getting Involved In Research Whether you are interested in pursuing a research career, applying to professional schools, or going straight into a career in industry, research can provide you with many valuable experiences that will make you a better candidate for post-­‐baccalaureate opportunities! Here are a few ways to get started: 1. Check out the Office of Undergraduate Research! The Office of Undergraduate Research provides great resources and advice for students who are interested in research -­‐ http://undergradresearch.dasa.ncsu.edu/. This office also sponsors two events during the school year to help connect students to research opportunities: The Undergraduate Research Symposia and Undergraduate Research Speed Dating. 2. Find a mentor. This can be tricky for new students; however, remember that professors work with undergraduate students on a regular basis. a. Preparation: Research faculty websites to find which faculty members are doing research related to your interest areas. On their website, you can usually find papers they have published. Make sure you read one before meeting with the professor. b. Contact: After selecting a few research professors, send an email introducing yourself and your request to meet with them. Remember that it may take some time for professors to get back to you. If they haven’t responded back within a week, you may send a follow up email. Make sure to review your email etiquette before composing your email. c. Meeting: Prepare your résumé to share and be ready to ask her/him a few questions about their lab and research. Some professors may not have room in their labs; however, making this contact could help connect you to other opportunities, as well as provide you with a possible mentor in the future. d. Follow Up: Be sure to follow up with the professor and thank them for meeting with you. In addition, make sure you continue to keep in contact with this professor, even if you are not working in their lab. Professors remember students who go out of their way to meet with them. 3. Enroll in Pack Tracks: BIO 267/269. Pack Tracks is composed of two courses designed to teach students about the scientific process and research methods. The first course is open only to second-­‐semester first-­‐year students. After passing the first course, students can enroll in the second course focused on designing and implementing a research experiment with the guidance of an experienced professor. For more information, check out their website: http://hhmi.ncsu.edu/research-­‐packtrack/ 4. Apply for a Research Experiences for Undergraduates (REU) Experience. The National Science Foundation provides funding for students to get research experiences at multiple sites throughout the U.S. and world. Students are encouraged to apply for a REU experience at a different institution than the one they are currently attending. To learn more about REUs, visit: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5517&org=NSF 5. Join a Professional Organization. There are several professional organizations out there that can provide students with connections to research opportunities. Many of them will have a listserv you can join to receive information on conferences and available summer research positions. 6. Search for Opportunities on EPack! EPack is the #1 source for NC State students to find career related internships and jobs! This includes research and laboratory positions. In addition, you can find out about employer information sessions and career related presentations. Make sure you have an up-­‐to-­‐date résumé and get started here: http://careers.ncsu.edu/events-­‐and-­‐career-­‐
fairs/epack/ Page 73 Not sure who to ask? For help with AP/IB and other transfer credit: Contact the Admissions Office at 919.515.2434 To find a tutor: There are several tutoring resources on campus. • The University Tutorial Center offers tutoring in Chemistry, Math, Physics, and writing • The Chemistry Tutorial Center offers walk-­‐in chemistry tutoring in Fox Labs • The Mathematics Multimedia Center offers walk-­‐in mathematics tutoring in SAS Hall • There is a list on the University Tutorial Center website for BIO 181 and BIO 183 private tutors For Personal Counseling: Visit the Counseling Center, which is located on the 2nd floor of the Student Health Center (on the corner of Cates and Dan Allen). See their website for information on how to schedule an appointment, or to find their walk-­‐in hours. http://healthcenter.ncsu.edu/counseling-­‐
center/ For Career Counseling: There are several resources on campus to help students with career counseling. It is probably best to begin the conversation with your Advisor so s/he can direct you to the resource(s) that best fit your specific needs. • The Career Development Center for career planning, resume help, and professional development http://careers.ncsu.edu/ • CALS Career Services (for students intending to major in Biochemistry, Nutrition Science, Plant Biology or other CALS majors) http://harvest.cals.ncsu.edu/career/ • For Health Professions Advising, visit http://harvest.cals.ncsu.edu/health_pac/ • For Veterinary Professions Advising, visit http://harvest.cals.ncsu.edu/vetpac/ • The University Counseling Center provides access to online Career Assessments http://healthcenter.ncsu.edu/counseling-­‐center/ • Financial Aid and Scholarships – find the advisor assigned to you alphabetically at http://financialaid.ncsu.edu/ Finding jobs and internships -­‐ register with E-­‐pack at http://careers.ncsu.edu/getting-­‐experience/epack-­‐
info/. For jobs on and off campus, you can also check out Financial Aid at http://financialaid.ncsu.edu/types-­‐of-­‐aid/work/student-­‐job-­‐opportunities/ Declaring a minor, and minor requirements: http://oucc.ncsu.edu/minors Declaring your major: visit http://www.ncsu.edu/CODA, and talk with your advisor! Help with a short-­‐term, or medical disability: visit http://www.ncsu.edu/dso/ For official University policies, forms, and academic information: visit the Office of Registration and Records at http://www.ncsu.edu/registrar/ and the policies website at http://policies.ncsu.edu/ Page 74 North Carolina State University -­‐ Photography Permission Form Authorization for the Release of Photographs and Videotaped Images for Educational and Publicity Purposes I, the undersigned, hereby authorize North Carolina State University and the North Carolina Cooperative Extension Service to use photographs and videotaped images, which I have voluntarily allowed to be taken by University representatives. I understand that such use may include, but not be limited to, publications, websites, slide shows, displays, news releases and edited videotapes. I hereby waive any right to which I or my heirs may otherwise be entitled by law to assert against the University on account of injury sustained to my reputation arising from causes of action including, but not limited to, libel, slander, defamation of character and invasion of privacy as a result of such publication or use of photographs and videotaped images and hereby release the University from any liability on account of such injury. I fully understand the comprehensive nature of this release and voluntarily consent to sign it. Signature: Printed Name: Date: LSC 103 Section: Page 75