Handbook for
Predental Students
David J. Lucas, Advisor
Department of Physics
Northern Michigan University
Marquette, MI 49855
email: dlucas@nmu.edu
Home Page: http://physics.nmu.edu/~dlucas/
Predental Page (accessible via NMU’s Home Page (www.nmu.edu)
or D. Lucas’s Home Page)
Northern Michigan University Predental Advisory Board
Peter Belpedio, D.D.S, General Dentistry
G. Peter Kelly, D.D.S., Periodontics
April Lindala, Director of Native American Studies, NMU
David J. Lucas, Ph.D., Physics, Chair, Predental Advisory Board
Suzanne Williams, Ph.D., Chemistry Department
Former Board Members
Patrick Kelly, D.D.S., P.C., General Dentistry
Carolyn L. Myers, Ed.S., NMU Olson Library
Seventh Edition
Reproduction of any portion of this manual without written permission of the Predental Advisory
Board is prohibited.
Copyright 1984, 1989, 1998, 2001, 2003,2006
by
Northern Michigan University
Printed at Northern Michigan University in Marquette
ACKNOWLEDGMENTS
The seventh edition of the Northern Michigan University Predental Handbook has evolved with
the help of the Predental Advisory Board and through the contributions made by former
predental advisors in previous editions.
INTRODUCTION
This handbook was written as a guide for individuals who are considering a career as a dentist.
An attempt has been made to provide information about many aspects of this career. Included is
advice regarding high school preparation, required or recommended college courses, preparing
for the Dental Admission Test, the costs of a dental education, and how and where to apply for
admission to dental school.
IMPORTANT SOURCES OF INFORMATION: All predental students should consult the latest
edition of the book Official Guide to Dental Schools published by the American Dental
Education Association. This publication contains a wealth of valuable information about
predental preparation and admission to dental school. It contains descriptions of each of the 55
U. S. and 10 Canadian dental schools, including each school's admission requirements,
estimated expenses, selection factors, admissions office address, and a variety of other
information about the school. It is revised annually in April, and the latest edition is available to
predental students by contacting the NMU predental advisor, room 2517 West Science. A
personal copy may be ordered from the address given below at a cost of about $35.00 per copy.
Publications Department
American Dental Education Association
1400 K. Street, NW, Suite 1100
Washington, DC 20005
Phone: 202-289-7201
Fax: 202-289-7204
www.adea.org
Information on dental careers is available from:
Council on Dental Education
Department of Career Guidance Activities
American Dental Association
211 East Chicago Avenue
Chicago, IL 60611-2678
OR
American Dental Education Association
(See address above)
www.adea.org
COMPETITIVE DENTAL SCHOOL APPLICANTS: The last two decades have witnessed
dramatic changes in the number of dental school applicants and in the number of first year
positions in dental schools. The period beginning in 1975 and continuing for approximately 15
years was marked by a decrease in the number of individuals applying to dental school, as well
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as a decrease in the number of dental schools. In 1975 there were 15,734 applicants to U.S.
dental schools; by 1989 this number had fallen to 4,964. Between 1985 and 1993, predoctoral
training programs were discontinued at six dental schools. In 1978 there were 6,301 first year
positions in U.S. dental schools; out of 9433 applicants for the 2004 entering class, 4457 were
enrolled in U.S. dental schools.
The recent past has been characterized by two factors, a stable number of first year positions in
dental schools and an increase in the number of applicants. Between 1989 and 2003 the number
of applicants for each available position in dental school has varied from 1.25 to 2.12. The GPA
and Dental Admission Test (DAT) scores of admitted students have increased over the years. To
be competitive in the present application environment, students should strive to do the following:
 Obtain a bachelor's degree. Many dental schools state that they will accept applicants who
have completed two or three years of undergraduate work; in actual practice, nearly all
students admitted in recent years have had a minimum of a 4 years of college.
 Complete the prerequisite courses required by the dental schools to which you will apply.
Take specific science courses that help develop problem-solving abilities and provide the basic
science knowledge that is needed to do well on the Dental Admission Test and to succeed in
dental school.
 Maintain a high grade point average. Over the past few years, the dental schools in Michigan
have admitted a first year class with a GPA average of between 3.48.
 Score high on the Dental Admission Test. As the number of dental applicants have increased,
so have the DAT scores of admitted students. In recent years the dental schools in Michigan
have admitted students with DAT scores above the national mean. Scores of 18 or greater on
the various parts of the test are competitive
 Become aware and knowledgeable about a career in dentistry by reading about the career and
observing dentists in their offices.
 Obtain strong letters of recommendation from professors and dentists and a supportive letter of
evaluation from the Predental Advisory Board.
 Demonstrate a consistent record of volunteer service in the community or health care
environment.
LEARN ABOUT DENTISTRY AS A CAREER: Predental students should try to learn as much
as possible about a dental career. It is strongly recommended that predental students speak with
practicing dentists about the career, observe in a dental office, and visit dental schools. Most
dentists welcome the opportunity to speak with students who are considering a dental career.
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Admissions officers at dental schools are pleased to meet with prospective students, provide a
tour of the school, and discuss matters relating to dental education and career opportunities for
dentists. Students who are considering a career as a dentist are encouraged to contact dental
schools and arrange for a visit. Names, addresses, and phone numbers for all admissions officers
of dental schools are listed in the book Official Guide to Dental Schools.
A career in dentistry extends beyond providing primary care for patients. Dentists educate
patients and the community about dental health and its impact on well-being, they provide
leadership in their practice, they manage financial and business matters in the practice setting, and
they are sometimes called as expert witnesses in legal cases. Good sources of information on
current issues in dentistry and dental education are publications from the American Dental
Association and the American Association of Dental Schools.
Most dentists are general practitioners. In addition, there are ten recognized specialties that
permit a dentist to concentrate exclusively with patients who have specific problems. Following
is a brief description of each the clinical fields in dentistry; this information was obtained from
Admissions Requirements of United States and Canadian Dental Schools.
GENERAL DENTISTRY: General dentists bring their oral diagnostic, preventative, and
rehabilitation skills directly to the patient by restoring damaged or missing tooth structure and
treating diseases of the bone and soft tissue in the mouth and adjacent structures. They also
provide patients with proactive programs of preventative oral health care.
DENTAL PUBLIC HEALTH: Individuals who enter the dental public health field are involved
in developing policies and programs, such as health care reform, that affect the community at
large.
ENDODONTICS: Endodontists diagnose and treat diseases and injuries that are specific to the
dental nerves and pulp (that is, the matter inside the tooth) and tissues that affect the vitality of the
teeth.
ORAL AND MAXILLOFACIAL PATHOLOGY: Oral pathologists are dental scientists who
study and research the causes, processes, and effects of diseases that have oral manifestations.
These diseases may be confined to the mouth and oral cavity, or they may be symptomatic of a
health problem affecting other parts of the body.
ORAL AND MAXILLOFACIAL RADIOLOGY: This specialty results in the special skill of
interpreting diagnostic x-rays of the head and face.
ORAL AND MAXILLOFACIAL SURGERY: This specialty requires practitioners to provide a
broad range of diagnostic services and treatments for diseases, injuries, and defects of the neck,
jaw, and associated structures.
ORTHODONTICS AND DENTOFACIAL ORTHOPEDICS: Orthodontists treat problems
related to irregular dental development, missing teeth and other abnormalities. Beyond
"straightening teeth," orthodontists establish normal functioning and appearance for their
patients.
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PEDIATRIC DENTISTRY: Pediatric dentists specialize in treating children from birth to
adolescence. They may also treat disabled patients beyond the age of adolescence.
PERIODONTICS: Periodontists diagnose and treat diseases of the gingival tissue and bone
supporting the teeth. Gingival tissue includes the gum, the oral mucous membranes, and other
tissue that surround and support the teeth.
PROSTHODONTICS: This dental specialty is the science and art of replacing missing natural
teeth and associated structures with fixed or removable substitutes.
DEMAND FOR DENTAL SERVICES: Surveys conducted by the American Dental Association
and the U.S. Department of Health and Human Services indicate that the demand for services
provided by dentists will grow in coming years. One contributing factor is a decrease in the
number of dentists. In 1997, there were about 58 practicing dentists for each 100,000 individuals
in the U.S. population; it is estimated that the number of dentists will decrease to as years go by.
Because of reductions in the number of dental schools and decreases in class sizes at many dental
schools, it is likely that this trend will continue. It should also be noted that these ratios represent
an average for the U.S. and vary considerably with change in geographic location.
Coupled to the decrease in the number of dentists is an increase in the demand for dental services.
The success of preventative dentistry has resulted in a growing older population of individuals
who will retain their teeth and will continue to require regular dental care. New dental services,
such as cosmetic dentistry, will also contribute to the increased demand for services. Were it not
for increased efficiency in the delivery of dental care there would likely be impending shortages
in dental services.
COST OF A DENTAL EDUCATION: Students considering a career in dentistry must consider
the costs associated with the required training for such a career. A typical predental program
requires four years of undergraduate study at a college or university. This is followed by four
years in dental school. The costs for the predental years will vary widely depending upon the
college attended and the types of financial aid and scholarships that are available. The expenses
associated with attending dental school are also somewhat variable. For a student (Michigan
resident) entering the University of Michigan School of Dentistry in the fall of 2004, the
estimated expense for tuition, fees, books, and instruments (i.e., all required costs) is $113,700 for
four years. At the University of Detroit Mercy School of Dentistry the comparable figure is
$176,140. Living expenses such as food and rent are not included in these figures.
The costs of attending dental school are commonly offset by financial aid, in fact, over 90% of
students in dental school rely on financial aid. All students admitted to dental school are eligible
to receive financial aid to help make up the difference between the costs of attending dental
school and the amount of support the student and the student's family can reasonably provide. In
recent years, nearly all of the financial aid has been provided in the form of loans. All dental
schools have financial aid offices to assist students in dealing with the problems associated with
financing a dental education.
Because of the high costs of dental education, graduates of dental schools are typically carrying a
significant debt burden when they graduate. This is commonly compounded by the expenses
4
associated with establishing a dental practice which occur after graduation. Although there is
little most students can do about the high costs of dental school, students do have some control
over their predental years. Students should strive to keep their undergraduate expenses low, and
to borrow only what is absolutely necessary for them to attend school. There are examples of
quality predental programs at institutions which have lower than average expenses. The Predental
Advisory Board is of the opinion that Northern Michigan University represents one such program.
Students can also get valuable advice on loan management in the book Official Guide to Dental
Schools.
ABILITY AND MOTIVATION: Predental students must have strong academic abilities, enjoy
the challenge of learning, and maintain a high degree of motivation to succeed. Development of
interpersonal skills, leadership qualities, and the ability to use good judgement are important for
anyone who wants to become a dentist.
CHANGES IN DENTISTRY: The practice of dentistry has undergone rapid and significant
changes in recent years. These changes have been the result of various factors including:
 Increasing complexity of dentistry as the result of applications of discoveries in the sciences of
biochemistry, cell biology, and molecular biology for the prevention and treatment of diseases.
 Increased emphasis on patient education and preventive dentistry.
 Changes in management and reimbursement for health care, and development of multiinstitutional systems for health care delivery.
 Demographic changes which include the aging population, more single parents, more women
in the work force, adolescent health concerns, new diseases such as AIDS, and drug abuse. All
of these factors create cultural and social dilemmas that impact on the practice of dentistry.
 Changes in the distribution and supply of dentists.
 Ethical questions that arise as new developments in dentistry are applied to patient care.
WHY BECOME A DENTIST? Education to become a licensed and practicing dentist requires
four years of predental undergraduate study and four years in dental school. For a dental specialty
at least two additional years of postgraduate dental education are necessary. Monetary costs for
this education can be great, and the intellectual challenges are significant. Health care, including
dentistry, is in a state of change and practitioners will have to adapt to these changes. Because of
these and other factors, there are dentists who discourage young people from pursuing the career.
On the other hand, the practice of dentistry can be very rewarding. There is the opportunity to
provide a unique service, to practice a highly respected profession, to be self-employed, and to
earn an above-average income. Recent surveys continue to show that dentistry is a trusted
profession; dentists rate high in terms of honesty and ethical standards. Furthermore, the vast
majority of Americans are satisfied with the care they receive from their dentists.
5
Possibly the greatest reward dentistry offers the practicing dentist is the satisfaction of being able
to apply the skills and knowledge he or she has learned to help others. Being a dentist offers an
opportunity to pursue a profession that has a potential to provide great personal fulfillment.
Dentistry is a fast-changing and expanding profession. The number and range of services
provided by dentists keeps growing. Dentists treat people of all ages from many different
backgrounds. Dentists are constantly challenged to make creative decisions regarding treatment
of patients that often require careful, precise handwork, and judgement. To many dentists,
learning new techniques and methods and treating a variety of people provide continuous
stimulation. Furthermore, dentists in private practice have considerable freedom to plan work
schedules around their individual needs and desires.
Anyone pursuing a dental career, or considering such a career, should determine if he or she has
the temperament, character, stamina, talents and desire to become a practicing dentist.
HIGH SCHOOL PREPARATION
High school students who plan to pursue a predental curriculum in college should take college
preparatory courses and develop a strong academic background. These courses typically include
four years of English, four years of mathematics, and at least one year each of biology, chemistry,
and physics. Electives to provide a broad general education should be chosen from the social
sciences, humanities, and foreign languages.
Dental schools seek to admit individuals who have a variety of interests and experiences. In high
school there is the opportunity to take classes in many areas and to participate in a wide range of
extracurricular activities. These courses and activities help to develop good communication and
leadership skills, and students are encouraged to utilize these opportunities.
ADVANCED PLACEMENT: Most colleges and universities, including Northern Michigan
University, offer advanced placement to entering students who pass special examinations. Refer
to the Northern Michigan University Bulletin for a list of advanced placement subjects. Students
who have a strong background in one or more of these subjects should consider taking an
advanced placement test in that area. A high school counselor may be able to provide information
regarding the Advanced Placement Program (APP-CEEB) or College Level Examination
Program (CLEP) for advanced placement.
UNDERGRADUATE PREPARATION
In the undergraduate collegiate years students should discover and develop their unique talents
and abilities, determine what provides real pleasure, and discover their own sense of identity.
College is a voyage of discovery of yourself, of others, and of the world; it is an inestimable
privilege to attend a university, whether or not you become a dentist.
DENTAL SCHOOL ADMISSION REQUIREMENTS: In recent years many dental schools
have modified their traditional course requirements for admission in an attempt to encourage
students to take more courses outside the sciences. Dental educators and others believe that
dentists need to be well-rounded in their interests and experiences. Predental students are
6
encouraged to take as many classes outside the traditional sciences as possible during their
undergraduate years. A predental student can pursue any major they are interested in while at the
same time fulfilling the dental school entrance requirements for curriculum..
However, students preparing to apply for admission into dental school need to be aware that a
firm background in the basic sciences of biology, chemistry, and physics is still required. Also,
strong problem solving abilities are necessary in order to score high on the Dental Admission
Test, as well as for the dental school classes.
Nearly all dental schools require one year of inorganic (general) chemistry, one year of organic
chemistry, and one year of physics, all with laboratories. Many dental schools require
biochemistry which is otherwise highly recommended. College algebra is required by all dental
schools except Harvard which requires calculus. At least one year of biology is required,
although advanced courses are often recommended as well. Nearly all dental schools require one
year of English composition and some social studies, many requiring a semester of psychology.
The prerequisite courses specific to each medical school can be found in the most recent edition
of Official Guide to Dental Schools. Predental students should determine the specific admission
requirements for the dental schools to which they plan to apply.
RECOMMENDED PREDENTAL COURSES Based on our experience and the feedback of our
graduates who have gone to dental school, the following science courses are recommended as
preparation for dental school (courses indicted with an asterisk are required for most dental
schools):
*Introductory Biology
Intro. To Molecular/Cell
Genetics
Cell Biology
Anatomy
Physiology
General Microbiology
*General Chemistry
*Organic Chemistry
Introductory Biochemistry
*Physics
BI 111
BI 218 (requires BI111, CH111, CH112)
BI 312 (recommended)
BI 313
BI 201 (recommended)
BI 202 (recommended)
BI 303
CH 111 and CH 112
CH 321 and CH 322
CH 450 (highly recommended)
PH 220 and PH 221 (calculus based)
or PH 201 and PH202 (algebra based)
Also, most dental schools consider it desirable for applicants to take a variety of courses outside
of the sciences, such as a foreign language, philosophy, art, theater, business, and speech. The
choice is up to the student and should be based on what interests the student.
GRADE POINT AVERAGE: Competitive applicants to dental school need to maintain a
minimum grade point average of about 3.0. Seldom is an applicant accepted with a GPA below
2.8, and in most of these instances other factors such as very good DAT scores or other
exceptional achievement compensates for the low GPA. The mean science GPA of all students
admitted to U. S. dental schools is presently 3.4 while the overall average GPA is 3.5.
Dental schools are concerned with the academic ability of applicants because of the extensive
volume of knowledge to be learned and the need for dentists to apply their knowledge using
7
problem solving skills. Dentists also need to continue to learn throughout their lives as new
discoveries are made and the practice of dentistry changes.
UNDERGRADUATE COURSE SCHEDULE: The following course schedule is typical for the
freshmen and sophomore years of predental education. The schedule will vary somewhat,
depending on high school background and the ability and interests of each student. Predental
students are advised to take a full credit load which is 15-18 credits each semester.
Semester 1
Composition
Biology
Chemistry
Mathematics
Semester 2
EN 111
BI 111
CH 111
Credits
4
4
5
4
17
Sociology
SO 101
Biology
BI 112
Chemistry
CH 112
Mathematics
Credits
Semester 3
Biology
Organic Chem.
Physics
Composition
4
4
5
4
17
Semester 4
BI 312
CH 321
PH 220
EN 211
Credits
4
4
5
4
17
Biology or LB Elective
Organic Chem. CH 322
Physics
PH 221
LB Elective
Credits
4
4
5
4
17
The PH220/221 (Physics) sequence is the calculus based course. Any students who have not had
the first semester of calculus cannot take PH220 and the second semester of calculus is required
to take PH221. If a student does not intend to take calculus, they will sign up for the PH201 and
PH202 sequences which are the algebra based courses and require successful completion of or
placement beyond MA104 (College Algebra). The class schedule for the third and fourth year
depends on the choice of major. Students should decide on a major no later than their fourth
semester in college.
ADDITIONAL RECOMMENDATIONS: Dental schools do not have specific mathematics
requirements (except for Harvard which requires calculus). However, predental students must
take math courses at least through college algebra in order to successfully complete the required
physics and chemistry courses. These courses are part of the recommended strong background in
the sciences that helps develop problem solving ability.
CHOICE OF MAJOR: Dental schools do not specify a particular major, so students should
select a major based upon individual interests and abilities. Since no one can be certain of
acceptance into dental school, another consideration is whether the major will lead to a satisfying
alternative career, and whether there is a good outlook for employment in that career. Most
predental students at Northern major in science, with biochemistry, chemistry, and biology being
the most common choices. If a student chooses a non-science major, it is important that excellent
grades be received in the dental school prerequisite courses to demonstrate abilities in the basic
science courses that are the foundation of dental education. The student’s undergraduate schedule
will have to be carefully constructed in order for the major and required science courses to be
completed in a reasonable period of time.
PERSONAL QUALITIES: In addition to academic qualifications, dental school admission
committees consider other factors when screening applicants. These may include demonstration
8
of interpersonal qualities, past experiences, and interests. Such factors are more general but may
have a significant influence on admission decisions.
DENTAL ADMISSION TEST (DAT)
All dental schools in the United States require applicants to take the Dental Admission Test. The
DAT is a comprehensive examination that is designed to evaluate knowledge and abilities in areas
judged to be essential for successful performance in dental school. The DAT consists of the
following sections:
Survey of Natural Sciences
100 questions in 90 minutes
(Biology, General/Organic Chemistry)
Perceptual Ability Test
90 questions in 60 minutes
Break (optional)
15 minutes
Reading Comprehension Test
50 questions in 60 minutes
Quantitative reasoning Test
50 questions in 45 minutes
The raw score (total number of correct responses) from each exam is converted into a standard
score to facilitate comparison of performance on different sections of the test, as well as to
compare performance on tests given at different times. Standard scores (which range from 1 to
30) are reported in eight categories:
Biology
General Chemistry
Organic Chemistry
Total Science
Reading Comprehension
Quantitative Reasoning
Academic Average
Perceptual Ability
Note that although one year of physics is required for admission to dental school, physics is not
covered on the DAT. Minimally competitive scores on each of these tests are around 17.
REGISTERING FOR THE DAT: The DAT is administered on computer throughout the U.S.
and its territories but not in foreign countries. There are DAT test centers throughout the United
States, a listing of which is included with the registration materials. Currently, the nearest test
center to Northern Michigan University is at Sault Ste. Marie, Michigan. Applicants must
register in advance, but there are no application deadlines as the test may be taken on almost any
date. Registration can be done online at www.adea.org or packets are available from the
predental secretary or may be obtained by writing to:
Department of Testing Services
American Dental Association
211 East Chicago Avenue
Suite 1846
Chicago, Illinois 60611-2678
Phone: 312-440-2689 or 800-621-8099 (ask for the DAT office)
9
It is recommended that applicants take the DAT by May of the Junior year. By so doing, there is
time to take the DAT again in the fall (if the first scores are unsatisfactory) and still apply for
admission to dental school during the same application cycle. Students must wait 90 days
before they can re-take the test. The application fee for the DAT is $170.
PREPARING FOR THE DAT: Before taking the DAT students should have completed the
following courses:
Introductory Biology BI 111, BI 112 (or other biology course if not a major in biology)
Genetics BI 312
Cell Biology BI 313
or Animal Physiology BI 222
General Chemistry CH 111, CH 112
Organic Chemistry CH 321, CH 322
Physics PH220, PH221 or PH201, PH202
Preparation for the DAT should begin several months before the examination. Most students
prepare for the DAT using one of the commercially prepared review books. These books provide
a systematic review of the subject areas, practice tests, and other helpful material.
Commercial review courses are also available for the DAT. These courses may be taken on-line
or the student may take the course at an instructional center, commonly located in a large
metropolitan area. Students listen to lectures and tapes that review the subject matter for the
DAT. These review courses are expensive so a student will need to judge for themselves if it
might be beneficial to them. Some students may wish to take a course because it provides welldefined structure to studying and covering the material. However, upon completion of a course,
there are no guarantees as to what score one will get on the DAT. Consult with the predental
advisor before deciding to take a preparatory course. If a student has been out of school for more
than one year, it may be advisable to take one of these courses.
Regardless of whether you choose the review books or a commercial preparation course, it is
important to set aside a specific amount of review time each week beginning three or four months
before the DAT and take as many practice tests on the computer as can be found on-line or
otherwise.
REPEATING THE DAT: The DAT can be repeated to improve scores. However, before
making a decision whether to repeat the DAT, consult with the predental advisor. When students
apply to dental school and there are multiple DAT scores, all of the DAT scores (up to four) are
provided to the dental school. It is up to each dental school to determine how to interpret the
scores in making admissions decisions.
APPLYING TO DENTAL SCHOOL
Nearly all U.S. dental schools require applicants to use the American Association of Dental
Schools Application Service (AADSAS). This organization provides dental schools with uniform
information about applicants in a standardized format. If a dental school does not use AADSAS,
applications must be obtained directly from the school.
Applicants to dental schools that use AADSAS need only file one application. The AADSAS
application requires the applicant to provide information in a specific format. AADSAS
10
personnel verify the academic record on the application submitted by the student, and review the
application to ensure that everything is in order.
Applications are completed electronically at www.adea.org. Information on AADSAS may also
be obtained by writing to:
American Dental Education Association
1400 K. Street, NW, Suite 1100
Washington, DC 20005
Phone: 202-289-7201 or
800-353-2237
Fax: 202-289-7204
www.adea.org
Refer to the book Official Guide to Dental Schools for additional information about applying to
dental schools.
APPLY EARLY: It is recommended that the DAT be taken in the spring and the AADSAS
application submitted during the early summer. Each dental school has specific dates before
which and after which they will not accept applications; these are published in the Official Guide
to Dental Schools. If the DAT will be taken in the summer or fall, students should still submit
the AADSAS application during the summer.
Early application is especially critical when the application pool is large. Applications are
reviewed and sent to the dental schools in the order in which they are received by AADSAS. If
there are problems with the application, an early applicant has time to respond early in the
application process, rather than near the deadline.
EVALUATION OF APPLICANTS: AADSAS sends copies of completed applications to the
dental schools the applicant designates. Admission committees at the dental schools review and
rank the applications. Most dental schools invite applicants for a personal interview at the school.
This interview is important for the applicant as well as for the school. Applicants have an
opportunity to learn about the school, and to speak with dental students and view the facilities.
Students will be notified directly by each dental school as to their admission status. Students may
be accepted, rejected, or placed onto an alternate list. Those applicants placed on an alternate list
may receive notification of acceptance anytime up to the start of classes. The American
Association of Dental Schools (AADS) recommends that dental schools wait until December 1
before notifying applicants of their acceptance.
APPLICATION COSTS: Dental school application costs can be substantial. Some current costs
and estimates are listed below; all are subject to change.
DAT registration
AADSAS application
Dental school application fee
Deposit if accepted
Official transcripts
Interview travel expenses
$170 (scores sent to 5 schools, each additional school is $5)
$195 (1 school, each additional school is $60)
$50 - $100
$100-$1000
$4 (1 copy)
$400 (1 school, flight, lodging)
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PREDENTAL ADVISORY BOARD
The Northern Michigan University Predental Advisory Board is comprised of two practicing
dentists and three Northern Michigan University faculty members. The Board oversees the
predental program, offers advice to predental students, interviews dental school applicants, and
prepares a written letter of evaluation for the dental schools.
Board members arrange for student visits with dentists so that students can learn first hand about
the practice of dentistry. Board members also provide advice concerning the application process,
and speak to predental students about various aspects of dentistry.
LETTER OF EVALUATION: Perhaps the most important activity of the Board for predental
students is the writing of the letter of evaluation. At the request of the student, the Board
conducts a personal interview with the student, usually soon after the DAT results are known.
Following the interview, the Board evaluates and ranks the applicant using the scale of
“Superior”, “Very Good”, “Good”, “Poor”, and “Do-Not-Recommend.” This rating is included in
the letter of evaluation written by the Board.
BOARD INTERVIEW: The purpose of the Board interview is to assess the suitability of the
predental applicant for a career in dentistry. The Board considers such factors as DAT scores,
GPA, rigor of the undergraduate program, credit hour load per semester, the applicant's
knowledge of the career of dentistry, letters of reference from teachers and other persons, and
demonstrated leadership ability and other personal qualities. Typically the interview lasts about
30 minutes. After the interview, the predental advisor holds a personal conference with the
student and reviews the Board's findings. The Board letter is shared with the student, and it is the
student's decision whether the letter is sent to the dental schools.
Dental schools to which Northern Michigan University students typically apply are aware of the
Board and the letter of evaluation prepared by the Board. The Board has a well-earned reputation
for integrity and good judgment, with the result that admission committees place a good deal of
confidence in the Board letter.
Predental applicants from Northern Michigan University may dispense with the Board when
applying to dental school. However, the applicant may be at a disadvantage because dental
schools are aware of the Board and may question the absence of the Board letter of evaluation.
12
Northern Michigan University
Predental Students Accepted into
Dental School Since 1957
13
1966
Paul J. Agneburg
University of Michigan
School of Dentistry
1967
John O. Beldo
University of Michigan
School of Dentistry
Terry O. Brown
University of Michigan
School of Dentistry
Dwight J. Johnson
University of Michigan
School of Dentistry
1957
Edward W. Kuivinen
University of Michigan
School of Dentistry
Donald M. Peterson
University of Michigan
School of Dentistry
1958
Ronald J. Doyle
University of Michigan
School of Dentistry
Ernest LaRoue
University of Michigan
School of Dentistry
1960
Patrick T. Kelly
University of Michigan
School of Dentistry
Arthur L. Kontio
University of Michigan
School of Dentistry
1961
Philip P. Corneliuson
University of Michigan
School of Dentistry
James R. Harding
University of Michigan
School of Dentistry
Terrance J. Kelly
University of Michigan
School of Dentistry
Don L. Selmo
University of Michigan
School of Dentistry
1962
Arthur Brown
University of Michigan
School of Dentistry
Richard A. Peura
University of Michigan
School of Dentistry
1968
Alvin H. Green
University of Michigan
School of Dentistry
Dennis Laine
University of Michigan
School of Dentistry
1969
Calvin Waisanen
University of Michigan
School of Dentistry
1971
Rodney Grambeau, Jr.
University of Michigan
School of Dentistry
John Jackson
University of Michigan
School of Dentistry
Michael Kosovec
University of Michigan
School of Dentistry
Michael Orhanen
University of Michigan
School of Dentistry
Baron Whateley
University of Michigan
School of Dentistry
Dan W. Collins
University of Michigan
School of Dentistry
Richard S. Williams
University of Michigan
School of Dentistry
1973
Robert A. McElhinney
University of Michigan
School of Dentistry
Chris E. Ritter
University of Michigan
School of Dentistry
1964
Curtis Hendrickson
University of Michigan
School of Dentistry
John M. Jacobson
University of Michigan
School of Dentistry
Bruce S. Moln
University of Michigan
School of Dentistry
1965
Michael Cochan
University of Michigan
School of Dentistry
Earl E. Gaball, Jr.
University of Michigan
School of Dentistry
Michael T. Goupil
University of Michigan
School of Dentistry
14
1974
Kathy Hoppe
University of Detroit
School of Dentistry
Mark Johnson
University of Michigan
School of Dentistry
Peter E. Marana
University of Detroit
School of Dentistry
Bruce Carlyon
University of Michigan
School of Dentistry
1976
Dean Carlyon
University of Michigan
School of Dentistry
1977
Robert Harrison
University of Michigan
School of Dentistry
Larry Bates
University of Michigan
School of Dentistry
1978
John R. Moriarity
University of Michigan
School of Dentistry
Mark G. Summersett
University of Michigan
School of Dentistry
1979
Peter Belpedio
University of Michigan
School of Dentistry
Monica Fisher
University of Michigan
School of Dentistry
1980
Peter Belpedio
University of Michigan
School of Dentistry
Monica Fisher
University of Michigan
School of Dentistry
1983
Kevin S. Bone
University of Michigan
School of Dentistry
Karen Boyle
University of Michigan
School of Dentistry
Donald Kwarciany
Marquette University
School of Dentistry
Rhonda C. Lamberg
University of Michigan
School of Dentistry
Stephen V. Lupini
University of Detroit
School of Dentistry
Susan Micklow
University of Michigan
School of Dentistry
Richard A. Skowronski
Marquette University
School of Dentistry
Brian R. Summers
Baylor College of Dentistry, Texas
1984
D.M. Bonnanni-Ratner
Tufts University, School of Dental
Medicine
Kevin M. Kane
Marquette University
School of Dentistry
Mark T. Makela
University of Michigan
School of Dentistry
Christopher Maki
University of Michigan
School of Dentistry
Stephen M. Pitmon
University of Minnesota
School of Dentistry
James Sobolewski
Marquette University
School of Dentistry
Karen Stevens
University of Michigan
School of Dentistry
Thomas Teenier
University of Michigan
School of Dentistry
Rick Kavorick
Northwestern University
Dental School
1981
Peter A. Garchow
University of Michigan
School of Dentistry
Steven P. Klinker
University of Texas Health
Science Center, San Antonio,
Dental School
Mark E. Wolowiec
University of Detroit
School of Dentistry
1982
Kristy L. Beck
University of Michigan
School of Dentistry
Stephen R. Wissler
University of Michigan
School of Dentistry
15
1985
Troy Clausen
Marquette University
School of Dentistry
Cynthia Paquette
Marquette University
School of Dentistry
Bruce Vande Berg
University of Michigan
School of Dentistry
1986
Daniel Ankoviak
University of Michigan
School of Dentistry
Randy Bogaudo
University of Michigan
School of Dentistry
William Gaston
Northwestern University
School of Dentistry
Eric LaRoue
University of Michigan
School of Dentistry
Mark Levelius
Marquette University
School of Dentistry
Joe Smolarz
University of Detroit
School of Dentistry
1987
Bruce Erickson
University of Michigan
School of Dentistry
Barry Jacobs
University of Minnesota
School of Dentistry
Michelle Lancour
Ohio State University
College of Dentistry
1988
Steve Flath
University of Michigan
School of Dentistry
1989
Ronald Fisher
University of Michigan
School of Dentistry
Greg LaFayette
University of Michigan
School of Dentistry
1990
No Applicants
1991
Robert Scott Sheperd
University of Michigan
School of Dentistry
1992
Cynthia Franssen
University of Michigan
School of Dentistry
1993
No Applicants
1994
Bill Anderson
University of Detroit Mercy
School of Dentistry
Juliet Hoffman
University of Michigan
School of Dentistry
1995
Jeff Bleile
University of Michigan
School of Dentistry
Brett Goymerac
University of Michigan
School of Dentistry
Carla Skaates
University of Michigan
School of Dentistry
1996
Nikole Adamson
University of Michigan
School of Dentistry
Bradley Henson
University of Michigan
School of Dentistry
John Klooster
University of Michigan
School of Dentistry
Angela Spigarelli
University of Michigan
School of Dentistry
Dara Tasson
University of Michigan
School of Dentistry
1997
No Applicants
1998
Jason Cooke
University of Michigan
School of Dentistry
1999
Aaron Boucher
University of Detroit Mercy
School of Dentistry
Mark Carl
University of Michigan
School of Dentistry
Cindy Murry
Ohio State University
College of Dentistry
16
2000
Jason Hehr
Medical University of
South Carolina
School of Dentistry
Krista Ison
Marquette University
School of Dentistry
Chris Seppi
Marquette University
School of Dentistry
Jessie Hronkin
University of Detroit Mercy
School of Dentistry
2001
Heather Adiska
University of Michigan
School of Dentistry
Matt Gaball
University of Detroit Mercy
School of Dentistry
Mindy LaBelle
University of Michigan
School of Dentistry
Jason Merrithew
University of Detroit Mercy
School of Dentistry
Jane Stieber
University of Michigan
School of Dentistry
2002
No Applicants
2003
Gwen Buck
University of Michigan
School of Dentistry
2004
Maija Elmblad
Marquette University
School of Dentistry
Michelle Olli
University of Detroit Mercy
School of Dentistry
John Papadapolous
University of Detroit Mercy
School of Dentistry
2005
Brian Anderson
University of Detroit Mercy
School of Dentistry
Ron Carmody
University of Michigan
School of Dentistry
Aaron Pfaff
University of Detroit Mercy
School of Dentistry
2006
Chelsea Selin
Marquette University
School of Dentistry
17
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