allnews

Employment Opportunities: Lecturer for the Life Sciences Core Education – LS 495 – Winter 2021


RECRUITMENT PERIOD

Open date: October 13th, 2020

Last review date: Thursday, Nov 12, 2020 at 11:59pm (Pacific Time)
Applications received after this date will be reviewed by the search committee if the position has not yet been filled.

Final date: Wednesday, Mar 31, 2021 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

DESCRIPTION

Life Sciences Core Education
Lecturer
LS 495

Department of Life Sciences Core Education Lecturer Position Available Winter 2021 Lecturer for LS 495.

Primary role of position: Provide remote instruction in LS 495 pedagogical training course for Life Science graduate teaching assistants (TAs). Duties include the following:
● Lecture 2 hours (synchronous on zoom)
● Hold office hours (remote)
● Plan and coordinate other class activities for the course
● Manage the acquisition, improvement, and posting of course materials on campus LMS
● Supervise/Mentor Graduate Teaching Assistants Consultants (TACs)
● Prepare and submit student grades

LIFE SCIENCE 495: Preparation for College-Level Teaching in the Life Sciences

Course Outline: This TA training course is designed for graduate students who are teaching assistants (TAs) in the Life Sciences Division. This course is to be taken concurrently with the term in which TAs are teaching for the first time in the division. The pedagogical knowledge, instructional methodologies, and peer observation strategies covered in this course are suitable for teaching in large enrollment undergraduate courses with secondary sections overseen by TAs (i.e., discussion sections, laboratory sections, computational laboratory sections). With an emphasis on creating inclusive learning environments for our students, topics in this course include active learning, peer instruction and other collaborative or group activities, reflective teaching models, assessment and course design approaches that promote transparency and equity in the classroom. This course also provides resources to support the lifelong learning and ongoing professional development of graduate students as teachers, scientists, and science communicators. By the end of this course, TAs will have observed and collected a portfolio of instructional materials and approaches to apply in their own courses as a TA and in their future careers. TAs also leave with knowledge about the literature supporting the merits of student-centered teaching practices as a means to promote the academic success and persistence of all UCLA undergraduate students.

Qualifications: Ph.D. degree in the Life Sciences with a strong interest in teaching and background in educational and/or curriculum development; demonstrated experience in undergraduate and graduate teaching at the university level. Online teaching experience is preferred, but not required.

Application Instructions: To apply, candidates should submit a 1-2 page cover letter expressing their interest in the position, curriculum vitae, a two-page teaching statement, a one-page diversity statement, and the names and contact information for three professional references online to https://recruit.apo.ucla.edu/apply/JPF05924 by November 11, 2020.

Review of applications will begin immediately and continue until the position is filled.

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: UC Nondiscrimination and Affirmative Action Policy (http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct).

JOB LOCATION

Los Angeles, CA

REQUIREMENTS

Document requirements

  • Curriculum Vitae – Your most recently updated C.V.

  • Cover Letter

  • Statement of Teaching – Two-page teaching statement.

  • Statement on Contributions to Equity, Diversity, and Inclusion – One-page diversity statement. An EDI Statement describes a faculty candidate’s past, present, and future (planned) contributions to equity, diversity, and inclusion. To learn more about how UCLA thinks about contributions to equity, diversity, and inclusion, please review our Sample Guidance for Candidates and related EDI Statement FAQ document.

  • Misc / Additional (Optional)

Reference requirements
  • 3-5 required (contact information only)

Click here to apply


Employment Opportunities: Lecturer for Life Sciences Core Education – LS 110 – Winter/Spring 2021


RECRUITMENT PERIOD

Open date: October 13th, 2020

Last review date: Thursday, Nov 12, 2020 at 11:59pm (Pacific Time)
Applications received after this date will be reviewed by the search committee if the position has not yet been filled.

Final date: Wednesday, Mar 31, 2021 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

DESCRIPTION

Life Sciences Core Education
Lecturer
LS 110: Career Exploration in the Life Sciences

Overview of the Position:

The instructor will teach LS 110 for Winter and Spring quarters every year to Life Science majors. LS 110 is a 2-Unit upper division course and requires experience and knowledge of career development theory, resume and cover letters, LinkedIn profiles and current career market research.

Responsibilities:

● Instructor of record will teach this large upper division undergraduate course for approximately 100-200 students/quarter, which meets 1x week for 2 hours, using active learning and evidence based pedagogy.
● If teaching remotely, the course is structured to be offered on zoom, synchronously, weeks 1 and 6-10 and asynchronously for weeks 2-5. Instructor should be familiar with using zoom and responsive to students when the course is asynchronous.
● Hold required office hours (remote if necessary).
● Manage and train 3-4 graduate student readers each quarter to provide constructive feedback, encouragement and support to undergraduates, along with training in facilitating in class activities.
● Collaborate closely with Partnership UCLA to arrange and organize guest speakers for last 4-5 weeks of the quarter.
● Moderate panel of guest speakers.
● Support MBTI and Strong Interest interpretations, collaborate with the career center, support career center announcements of co-curricular and extracurricular events.
● Coordinate with the LS Core and Myers Briggs Company to organize MBTI and Strong interest inventories.
● Maintain Career Exploration Linked in Group.

Qualifications and Application Instructions:

The successful candidate must have a PhD in STEM (science, technology, engineering, or math) discipline, demonstrated training and experience in undergraduate education, and demonstrated ability to engage undergraduate students and facilitate active and collaborative learning, equitably. Teaching online is recommended, but not required. Comfort with one’s own career development and self-reflection, in addition to mentoring and inspirational speaking skills demonstrated with strong interpersonal and communication skills; ability to interact effectively and collaboratively with Career Center Counselors and Partnership UCLA staff, alumni and outside professionals; ability to be flexible and pay attention to detail while keeping in mind the overall mission of CEILS, the College, and the University.

The position will be under the supervision of Dr. Rachel Kennison, Interim Director of the Center for Education Innovation and Learning in the Sciences (CEILS).

To apply, candidates should submit a cover letter expressing their interest in the position, curriculum vitae, a two-page teaching statement summarizing experience in undergraduate teaching at the university level that includes a description of pedagogical approaches used and experience with teaching online, a one-page diversity statement, and the names and contact information for three professional references.

Applicants should submit their materials online to https://recruit.apo.ucla.edu/apply/JPF05923 by November 11, 2020.

The University of California is an Equal Opportunity/Affirmative Action Employer All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: UC Nondiscrimination & Affirmative Action Policy (http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct)

JOB LOCATION

Los Angeles, CA

REQUIREMENTS

Document requirements

  • Curriculum Vitae – Your most recently updated C.V.

  • Cover Letter

  • Teaching Statement – Two-page teaching statement summarizing experience in undergraduate teaching at the university level that includes a description of pedagogical approaches used and experience with teaching online.

  • Diversity Statement – One-page diversity statement addressing past, present, and future (planned) contributions to diversity through teaching, research, and/or service.

  • Misc / Additional (Optional)

Reference requirements
  • 3-5 required (contact information only)

Click here to apply


Employment Opportunities: Lecturer for Life Sciences Core Education – LS 192


RECRUITMENT PERIOD

Open date: November 2nd, 2020

Last review date: Wednesday, Dec 2, 2020 at 11:59pm (Pacific Time)
Applications received after this date will be reviewed by the search committee if the position has not yet been filled.

Final date: Wednesday, Jun 30, 2021 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

DESCRIPTION

Life Sciences Core Education
Lecturer
LS192: Introduction to Collaborative Learning Theory and Practice

Overview of the Position:
The instructor will co-teach LS M192A (cross-listed with Chem 192E/Physics 192S/Math 192A/CS 192A) for Winter and Spring quarters every year to STEM majors. This is a 1-unit upper division pedagogy seminar that is part of UCLA’s Learning Assistant (LA) program (https://ceils.ucla.edu/learningassistants/). This position also involves teaching and managing assignments for other portions of the LA program (LS 192B-E, Chem 192F, Physics 192M, and CS 192). It requires experience and knowledge of inclusive STEM education practices, especially those involving collaborative learning.

Responsibilities:
Teach 1-unit interactive pedagogy seminar (LS192A) with 200 undergraduate New LAs, lead two 1-unit planning seminars with 50 Head LAs who help run the pedagogy seminar, and manage assignments for more than 400 LAs enrolled in 2-4 units. This involves:
● 5 hr/wk of teaching,
● 4 hr/wk of planning meetings,
● 5 hr/wk of finalizing each seminar
● 2 hr/wk of responding to LA questions, and
● 4 hr/wk of finalizing and processing weekly assignments.

The position will be under the supervision of Dr. Shanna Shaked, Senior Associate Director of the Center for Education Innovation and Learning in the Sciences (CEILS).

Qualifications:
The successful candidate must have a Ph.D. in STEM (science, technology, engineering, or math) discipline or Education, demonstrated training and experience in undergraduate education, and demonstrated ability to engage undergraduate students and facilitate active and collaborative learning, equitably. Experience teaching online is recommended, but not required.

REQUIREMENTS

Document requirements
● Curriculum Vitae – Your most recently updated C.V.
● Cover Letter
● Statement of Research (Optional)
● Statement of Teaching
● Statement of Contributions to Diversity – Statement addressing past and/or potential contributions to diversity through research, teaching, and/or service.

Reference requirements
● 3-5 required (contact information only)

The University of California is an Equal Opportunity/Affirmative Action Employer All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: UC Nondiscrimination & Affirmative Action Policy (http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct)

REQUIREMENTS

Document requirements

  • Curriculum Vitae – Your most recently updated C.V.

  • Cover Letter

  • Statement of Teaching

  • Statement on Contributions to Equity, Diversity, and Inclusion – An EDI Statement describes a faculty candidate’s past, present, and future (planned) contributions to equity, diversity, and inclusion. To learn more about how UCLA thinks about contributions to equity, diversity, and inclusion, please review our Sample Guidance for Candidates and related EDI Statement FAQ document.

  • Statement of Research (Optional)

  • Misc / Additional (Optional)

Reference requirements
  • 3-5 required (contact information only)

Click here to apply


Employment Opportunities: Associate Director for Data Science Supporting Student Success – Center for Education Innovation & Learning in the Sciences (CEILS)


RECRUITMENT PERIOD

Open date: November 10th, 2020

Last review date: Thursday, Dec 10, 2020 at 11:59pm (Pacific Time)
Applications received after this date will be reviewed by the search committee if the position has not yet been filled.

Final date: Saturday, Jan 9, 2021 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

DESCRIPTION

Academic Administrator IV, Fiscal YearAssociate Director for Data Science Supporting Student Success in the Center for Education Innovation & Learning in the Sciences (CEILS)

The Center for Education Innovation and Learning in the Sciences (CEILS) at the University of California, Los Angeles (UCLA) invites applicants for a position of Academic Administrator IV, hereafter referred to as the Associate Director for Data Science Supporting Student Success. This position is a full-time, 12-month appointment, with a start date of January 1, 2021. Salary range is from $78,205 to $94,437, commensurate with experience.

Overview of the Position:

The CEILS Associate Director for Data Science Supporting Student Success will have expertise in data science and will advance assessment and data analytics initiatives in collaboration with faculty, advisors, and academic department leadership in Life and Physical Sciences to enhance teaching excellence, improve inclusivity, and support student success. The Associate Director will systematize the efforts of faculty stakeholders teaching STEM courses to develop collaborative, individual faculty projects that yield useful, actionable data to inform scalable strategies aimed at closing equity gaps in undergraduate bottleneck courses while increasing persistence and timely degree completion of direct-admit and transfer students. The Associate Director will be knowledgeable of evidence-based, student-centered teaching practices and proficient in methods to effectively collect, analyze, and visualize data towards the goal of tracking and assessing changes in student learning, self-efficacy, sense of belonging, and other cognitive and affective measures of student success. This individual will promote the use of educational technologies to better support direct and reflective assessment practices in the classroom. The successful candidate will facilitate professional development, such as workshops and faculty learning communities, provide consultation services for diverse stakeholders, and engage in partnerships with other campus assessment and institutional research professionals.

This position will report directly to the Director of CEILS.

Responsibilities:

  • Conduct large-scale database analysis and survey research in an educational setting
    • Develop assessment instruments, including creation of meaningful content, variables, and scales
    • Administer surveys using optimal sampling strategies, timing, and incentives
    • Devise and implement data analysis plan, merging institutional data with responses from assessment instruments, conducting descriptive and inferential statistical analysis and predictive modeling, engaging in appropriate data reduction techniques, and identifying patterns of success or failure
    • Author SQL code to access data from campus information systems, including the student records system and learning management systems, and structure results from such queries for statistical analysis using appropriate tools (such as R, SPSS, SAS, or Stata)
    • Generate visualizations and dashboards with data using software such as Excel and Tableau
    • Produce reports/summaries of research findings to support data-driven decision-making processes at faculty, department, and campus levels.
  • Work with CEILS team to design, implement, and facilitate professional development programs and workshops for faculty and instructors in the Life and Physical Sciences, imparting knowledge about effective assessment practices and providing access to educational technologies designed to support these practices.
    • Use education research and data analytics (including campus dashboards) to inform departments and encourage faculty to transform and make more inclusive and equitable their instructional practices, particularly in gateway and bottleneck STEM courses.
    • Motivate faculty to participate in learning outcomes assessment to support Academic Senate program review self-study expectations and assist in conducting studies of student learning and success for that purpose.
  • Foster faculty learning communities within and across departments that engage instructors in inquiry about student success through a view of the student experience provided by thoughtful and contextualized analysis of institutional data and survey research.
    • Utilize the collective expertise of all members of the CEILS team, including Instructional Consultants, when engaging departments, faculty, and advisors in data-driven efforts to reform courses/curricular structures, improve pedagogical practices, and modify advising strategies to drive student success.
  • Provide consultation services for individual faculty, instructors, and academic departmental advisors in Life and Physical Sciences, sharing expertise in the design and implementation of direct and indirect assessment practices used to measure student learning, engagement, persistence, etc.
  • Collaborate with CEILS director and associate directors in the development of grant proposals for extramural funding; efforts will include project conceptualization, providing data relevant to the proposed project, and grant proposal writing.
  • Assist with implementation of grant-funded projects, including coordinating and executing the assessment and reporting activities.
  • Engage collaboratively with campus partners in assessment and institutional research offices to promote utilization of existing campus dashboards and support new and emerging digital solutions for learning analytics and assessment.
  • Represent UCLA and CEILS by participating in regional, national, and international educational conferences.
  • Publish scholarly work related to education research.
  • May engage in undergraduate or graduate student teaching.
  • Act as a liaison for CEILS by attending campus meetings and events and serving on campus committees.

Qualifications and Application Instructions:

The successful candidate must have a PhD and demonstrated experience in data science, in student learning assessment in higher education, and in creating, updating, and maintaining Institutional Review Board (IRB) or Human Subjects applications. Must demonstrate advanced knowledge of software for descriptive and inferential statistics and ability to conduct large-scale database analysis and survey research in an educational setting. Must exhibit skill in engaging university faculty and other nontechnical audiences in meaningful discussion about data and statistical results as it relates to teaching and assessment of learning. Must possess excellent organizational, interpersonal, and verbal/written communication skills; English fluency is required. Must exhibit ability to interact effectively in professional development programs involving faculty, staff, and students of differing social, educational, economic, technical/nontechnical backgrounds. Must also demonstrate ability to work independently and be a productive, collegial contributor to diverse teams of professionals in pedagogy, assessment, institutional research, and educational technology. Prefer experience with instructional technology and other digital classroom tools.

To apply, candidates should submit a 1-2 page cover letter expressing their interest in the position, a curriculum vitae, a two-page teaching statement summarizing experience in teaching at the university level that includes a description of pedagogical approaches and educational assessments used, a one-page diversity statement, and the names and contact information for three professional references online to: https://recruit.apo.ucla.edu/JPF05973.

Review of applications will begin immediately and continue until the position is filled.

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: UC Nondiscrimination and Affirmative Action Policy (http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct).

JOB LOCATION

Los Angeles, CA

REQUIREMENTS

Document requirements

  • Curriculum Vitae – Your most recently updated C.V.
  • Cover Letter
  • Statement of Teaching – 2-page teaching statement summarizing experience in teaching at the university level that includes a description of pedagogical approaches and educational assessments used.
  • Statement on Contributions to Equity, Diversity, and Inclusion – An EDI Statement describes a faculty candidate’s past, present, and future (planned) contributions to equity, diversity, and inclusion. To learn more about how UCLA thinks about contributions to equity, diversity, and inclusion, please review our Sample Guidance for Candidates and related EDI Statement FAQ document.
  • Misc / Additional (Optional)
Reference requirements
  • 3-5 required (contact information only)

LS Core SAO Virtual Office Hours


Our Student Affairs Officers are available for drop-in virtual office hours Monday – Friday 9:30-11:00am and 2:30-4:00pm.

If you’d like to connect with us, please send us a message to lscore@lifesci.ucla.edu with your full name, UID, and the nature of inquiry and we’ll be happy to share the Zoom information with you.


Spring Remote Course Resources


Bruin Tech Award

  • The program offers an emergency award of up to $1,000 to support students who may not have the technology at home needed to access online classes, such as up-to-date computers or wi-fi.

UCLA Library

  • Currently taking requests for laptops, tablets, MiFi devices and Duo tokens

Zoom Video Tutorials

Accessibyte

  • Accessibyte makes fun, funky, fully accessible apps for users who are blind, visually impaired, deaf, dyslexic, or have other reading difficulties. We just want kids (and adults) to have fun options when it comes to assistive technology

Resource List

  • Covid19 Los Angeles Community Resources – Important Announcement/Latest News

COVID-19 Resources


Resource List

  • Covid19 Los Angeles Community Resources – Important Announcement/Latest News

Comcast

  • Xfinity WiFi Free For Everyone: Xfinity WiFi hotspots across the country will be available to anyone who needs them for free – including non-Xfinity Internet subscribers. For a map of Xfinity WiFi hotspots, visit www.xfinity.com/wifi [xfinity.com]. Once at a hotspot, consumers should select the “xfinitywifi” network name in the list of available hotspots, and then launch a browser.
  • Pausing Our Data Plan: With so many people working and educating from home, we want our customers to access the internet without thinking about data plans. While the vast majority of our customers do not come close to using 1TB of data in a month, we are pausing our data plans for 60 days giving all customers Unlimited data for no additional charge.
  • No Disconnects or Late Fees: We will not disconnect a customer’s internet service or assess late fees if they contact us and let us know that they can’t pay their bills during this period. Our care teams will be available to offer flexible payment options and can help find other solutions.
  • Internet Essentials Free to New Customers: As announced yesterday, it’s even easier for low-income families who live in a Comcast service area to sign-up for Internet Essentials, the nation’s largest and most comprehensive broadband adoption program. New customers will receive 60 days of complimentary Internet Essentials service, which is normally available to all qualified low-income households for $9.95/month. Additionally, for all new and existing Internet Essentials customers, the speed of the program’s Internet service was increased to 25 Mbps downstream and 3 Mbps upstream. That increase will go into effect for no additional fee and it will become the new base speed for the program going forward.

Spectrum

  • Free Spectrum broadband and WiFi access for 60 days in home with K-12 and/or college students that don’t have an existing Spectrum service level up to 100 Mbps. Installation fees will be waived for new student households and the company said those interested should call 1-844-488-8395.
  • Open WiFi hotspots for public use.

UCLA Library

  • Currently taking requests for laptops, tablets, MiFi devices and Duo tokens

 


LS Core Summer Session Course Offerings 2020


We’d like to share with you an opportunity to enroll in LS Core Summer Session 2020.

Please click here for more information

 


Career Exploration in Life Sciences (LS 110) – Winter 2020


We’d like to share with you an exciting opportunity to enroll in LS 110 – Career Exploration in the Life Sciences offered during the Winter 2020 quarter. Please check the Schedule of Classes and click below for more information:

Click Here


LS Core Office Moved to the Life Sciences Building Room 2305


The Life Sciences Core Office re-located to the Life Sciences Building Room 2305. As a reminder we’re open Monday through Friday 9-12pm and 1-4pm.


LS 7ABC & LS 107 FAQs


Important Information

If you need to repeat LS 1, 2, 3, and/or 4, please read the following information below:

Questions regarding how repeat grades factor into GPA should be referred to your College Academic Counseling unit (i.e., AAP, College Academic Counseling, Athletics, Honors, etc.).

To receive credit for repeating a course in the LS 1-4 series, you must enroll in the course that is the equivalent substitution to the course that you are requesting. Please see the list below:

  • LS 1 – equivalent to LS 7B
  • LS 2 – equivalent to 7A and LS 7C
    • Must complete both courses for approval as a repeat of LS 2.
    • Must complete LS 7A before LS 7C.
    • Please note that the course that will replace the grade received in LS 2 will be the grade earned in LS 7C.
  • LS 3 – equivalent to LS 7A
  • LS 4 – equivalent to LS 107
  • Recommendations
    • If you have only taken LS 1, you should take LS 7A and 7C, plus LS 107. You can also take 7A/B/C to satisfy prep.
    • If you have only taken LS 2 but need to repeat it, you should take LS 7A/B/C.
    • If you have taken LS 1 and need to repeat LS 2, please note that you can also take 7A/B/C as there is no restriction.
  • Reminders
    • If you have started the LS 1-4 series and need to take LS 107 to complete the series with the equivalent of LS 4, please note that LS 107 cannot also be used to satisfy a major requirement.
    • You are advised to take LS 23L with LS 7C.

Once you have completed the course and the grade is posted, you can fill out the college blue petition.  Note: the petition may be obtained online, from your College advising unit, or at any ASK Peer Counseling location. Once the blue petition is completed, please stop by the LS Core office in Hershey Hall 222 during office hours (M-F, 9am-12pm and 1-4pm) to submit a hard copy of your petition. If the petition is approved and signed by the LS Core Office, you can proceed with submitting the fully completed form to the College.

For more information regarding the blue petition form, please refer to the following link below:

https://cac.ucla.edu/petitions-forms/blue-petition/

LS 7ABC & 107 FAQs 

  1. Is the LS 7 series a sequence?

No. 

  1. Do I have to take and pass a course in the 7 series in order to move on to the following course in the series?

The numbering of these courses indicates that they are not considered three separate courses but rather a single integrated course that should be taken consecutively. If a student does not pass 7A with a D- or above, the student must retake and pass 7A in order to move on to 7B. Please consult with your Major Department to determine which grade will fulfill your major requirements.

  1. Will all 3 classes of the 7 series be offered every quarter?

Yes, and also during Summer Sessions.

  1. Does the 7 series courses directly correspond to LS 1/2/3/4 or has the content changed?

While there is not an exact correspondence between the two series, much of the material is covered as follows:

LS 1 – LS 7B

LS 2 – LS 7A and 7C

LS 3 – LS 7A

LS 4 – LS 107

  1. Is it ok to take the 7 series with other science classes within the same quarter or would the workload be extremely heavy?

It is recommended that students exercise the same discretion they currently do when picking courses.

  1. What is LS 107? Is it required for my major?

LS 107 reviews the Mendelian genetics material covered in LS 7B and then continues with more advanced topics. Each department determines if they will require LS 107. Please consult with your Major Department.

  1. Are there restrictions on LS 107?

If LS 107 is used to complete the LS 1-4 series, it cannot also be used to satisfy a major requirement.

  1. Since LS 107 is an upper division course, would it count towards my major’s upper division course requirements even if I am not a science major (e.g., anthropology major but pre-med)?

Check with your specific department to see if the course is acceptable for your major. If it is not, it can still count toward your upper division units required for graduation.

  1. Is LS 107 required for adequate preparation for the biology sections on the MCAT?

The genetics covered in LS 7B and LS 7C are sufficient for preparation for the MCAT. LS 107 would not be necessary.

  1. Is the 7 series enough biology to cover the requirements for medical school or do I need to take LS 107 as well?

Medical schools require one year of biology with equivalent lab. The 7 series will be sufficient in completing this requirement in addition to covering the topics medical schools recommend. Although, for better preparation for medical school, students should consider taking LS 107.

  1. When is it recommended to take the LS 23L lab course?

It is recommended that students take LS 23L simultaneously with LS7C. Students must complete LS23L in addition to the 7 series.