The Biology Department at Loyola welcomes students to become integrated into the department beyond the classroom experience. For interested students, there are many ways to get involved. For example, ea ch semester, several students participate in research experiences with Loyola faculty, gaining valuable training and skills necessary for any career in Biology. Many of those students become co-authors on papers presented at regional and national meetings, and still others on manuscripts submitted for publication in research journals. A large number of students are members of the Tri Beta National Biology Honor Society and a select group of students are serving on the newly created Student Advisory Board, providing a ‘student voice’ in departmental matters. Our hope is that all students will want to get involved in department activities and contribute to creating an engaging academic environment. 
Undergraduate Research
There are many opportunities for students to conduct biological research at Loyola. In addition to the independent research component of a number of experiential courses, there is the opportunity to work closely with faculty members on Biology Research and Honors Research projects. Over the last 6 years, student enrollments in our two research courses (BL 481 and 482) have varied from 8 to 20 students in any given term. Goals of Undergraduate Research:
A major educational goal of the Biology Department is to introduce undergraduates to the excitement and methods of doing science, more formally the process of science. All of our majors are exposed to modern research techniques in laboratory courses. Courses as diverse as Developmental Biology, Animal Behavior, and Comparative Physiology feature multi week supervised projects that students design and execute with guidance from their instructors. After completing and analyzing their work,  the results are often reported to the other members of the class as if it were a scientific meeting. Many students seek a more thorough grounding in independent research than can be obtained in class or internship. The goal is to assist the student so that she or he eventually works at the same level as would be expected of a graduate student. This sort of experience is especially important for those considering research careers and graduate training at the masters and doctoral levels. Supervised (independent) research is also valuable for pre-professional students with a serious interest in research. Typically these projects last one or two semesters. The projects are designed together with the faculty sponsor and are meant to take full advantage of the faculty member's expertise and equipment.
Guidelines for Biology Undergraduate Research:
Presently, students who wish to be engaged in a formal research experience in the Biology Department enroll in our research courses, BL 481 and BL 482. Students can elect to enroll for variable credit (1, 2, or 3 credits) in each course, with the amount of credit dictating the number of expected hours of commitment towards the project. Each student must obtain written permission to enroll in a research course from the faculty member who has committed to serving as the research mentor. The expectations for our research courses are dependent on the number of credit hours and also vary somewhat by faculty mentor but consistently students are required: - to maintain a research notebook that is used each time the student is working the laboratory and/or field.
- to develop a technical paper that is submitted at the conclusion of the course.
- give a presentation a lab meeting.
- actively participate in the research project.
- Often, but usually not required, students give a departmental seminar on their research, particularly if the student participates in BL 482.
Frequently, students move from a research course to a Summer Hauber Fellowship at Loyola College, or from a Hauber Fellowship to BL 481. Typically, the Biology Department sponsors 1-2 students in the Hauber Research Program.
Getting Started in Undergraduate Research:
Note: This guide to undergraduate research was originally developed by the Cornell University).
What is Research?
research. n. Scholarly or scientific investigation or inquiry. Close, careful study.
Defining research is as difficult as explaining how gravity works. As members of an academic community, we are well aware of its tremendous effects yet are simultaneously at a loss to fully explain or comprehend this complex entity. There are people with the term loosely Scotch-taped into their titles, and then there are societies and buildings with the term plastered left and right. One might become so flustered in defining the term as to give up and consider the matter a fruitless endeavor.
The "Truth" about research is that it means something different for each individual. Research is a tool that solves problems. But more so, research often is a journey that encompasses many experiences. Sometimes there is active pursuit like a cheetah chasing a gazelle across the open savannah. But often, it is an engaging process by which there are accidental discoveries. Research has changed people's lives for better and for worse. There really isn't one way to think about it or its effects, only to acknowledge that in this journey you are about to embark upon—in becoming one of these so-called researchers—you will see, learn, and do things that you never imagined. Through research you develop objectives and work hard toward goals. But along the way you will pick up so much more. Tacit information, keen insight, and acumen for solving some of life's greatest mysteries will lead toward your becoming a student for life.
Before you get started in "research," it is important to identify your goals and objectives in joining this pursuit. What are your expectations for becoming involved in college-level research projects? How committed are you to a project in terms of time, energy, and enthusiasm? How will you evaluate your experience? Knowing what you can contribute and what you hope to develop through research will not only help you to find a great position, it will help you make the most of it.
What is the Process?
How can you learn who is doing what, in the way of research?
In the sciences it's usually easy. Internet web sites tell the story of current research in a paragraph or two and the bibliography tracks the story to date. Partly because of the way we go about research in the humanities and social sciences, the faculty in these fields don't generally set out a paragraph about their current research interests. For them, as for the scientists, the titles of their articles usually provide a good outline of where they have been, if not exactly where they are going next.
How will you know what kind of project will be right for you?
Pay attention to your reaction as you read those descriptions. We all usually react positively to all the topics. Were it not so, you'd wonder what made you think you were interested in that field. One or two topics, however, are likely to grab you; before the words even shape themselves, you know you'd like to get involved in that kind of thing. Those are your first clues.
Learn more. E-mail the professor to schedule an appointment during her or his regular office hours. Tell the professor that you saw she/he was working on (fill in the blank), and, you are interested because (fill in the blank). For the second phase, make yourself aware of what it is in your background that connects to those projects you find thrilling – there must be connections for you to experience that reaction. Some of those connections may seem babyish to you; don't hold back. That kind of experience is very authenticating. Entomologists, for example, are sometimes found by their field when they are about three years old.
Between the call and the time of the appointment, read one of the research articles listed on the faculty member's website. Don't worry if you can't understand it all. You may find that it is not all what you supposed, in which case, you cancel the appointment. Otherwise, this reading will help facilitate your conversation with the professor.
How do you get involved?
When the conversation swings, it's time to say that you'd like to get involved in such a project. Ask whether the professor can help you do that. (Marketing 101, cold calls and yes/no questions are a sure miss.) Never fear, the professor's first answer will relate to whether she/he is willing to sponsor your project.
Usually the first answer is, "No; I'm too busy," or "You'll learn more if you take English 320 first." Often, you make plans to do a project after that obstacle has been removed. Sometimes, the professor suggests another professor to contact. That is not a way of saying "go bother somebody else," rather; she/he senses that there will be more for you in a project with that other professor. Follow the advice.
Just in case you and the professor decide you want to get started on a project right away, be sure to carry an Add/Drop form and Independent Study proposal form with you to the meeting. Then you can cut the deal on the spot. In case the answer is "no," but you still wish you could get started working under this professor's guidance, ask, "May I leave this with you, in case anything should change?" "This" is your skills resume. Frequently, a good project for you will jump into a professor's mind within a day of your conversation. Your e-mail address will re-connect you.
What it Takes: Persistence
Imagine you're trapped on a deserted island and the only form of sustenance is coconut. It takes some time to get through the husk and break the rigid shell, but once you're in, you're in paradise. One common theme when people get started doing research is a process with one barrier to entry. That barrier is that you must demonstrate your indestructible desire to become involved. Many researchers will tell you that research is thrilling and worth every sacrifice, 1 percent of the time. The remaining 99 percent of the time is dedicated hard work. Persistence in finding a job will pay off when you need it again to find results.
Don't give up on account that becoming involved in research is difficult. The excuse that you have no experience and thus no one will hire you is ridiculous. College is a time for eager exploration. You are expected to learn and as such, professors are more than willing to teach if you have the self-motivation. Ultimately, if you do become involved in research and you find it painful agony, you might as well go find a job. Work is a four-letter word. Research is not work, it is a passion of possibilities to getting involved. You must take the first step and find a position that stirs your excitement. Keep your wits about you, and find the stuff that floats your boat.
Hauber Summer Research Fellowships in the Natural Sciences:
Each summer, a select group of highly motivated, talented undergraduates work side-by-side with faculty from the six Natural Science Departments to conduct research in the students area of interest. Typically, 10-12 students are selected for the program each year, and the students have the  opportunity to be engaged in research, seminars, journal clubs and social activities. For many students, a Hauber Fellowship has been a stepping-stone to campus and national awards (e.g., Undergraduate Research and Scholarship Symposium, Goldwater Scholarship), co-authors on presentations and/or manuscripts, and entry into professional or graduate school.
History of the Program In the summer of 1988, Loyola College began supporting the first group of Hauber Fellows to participate in faculty sponsored research in the areas of Biology, Chemistry, Physics, Computer Science, Mathematical Sciences, and Engineering Science. These fellowships were established in honor of Father Edward S. Hauber, S.J., who taught Chemistry at the College from 1942 to 1966. While Chairman of the Chemistry department, Fr. Hauber obtained funds to support summer research for Chemistry majors. After Fr. Hauber's death in 1985 it was decided that additional funds be solicited to support summer research in the other sciences as well. Through the contributions of graduates, faculty, students, and friends sufficient funds were obtained to support 6 students each summer. Additional students (to a total of 12 in 1992) have been supported with funds from grants from agencies such as the N.S.F. and the Research Corporation. The fact that the number of students supported in the past few years has been at least twice the number supported by the Hauber fund is evidence of Loyola College's commitment to this program.
Program Format The Hauber Fellowship program has been very popular both among students and faculty. The program runs for 10 weeks in the summer. Students gain valuable experience while engaged in research in their discipline while faculty obtain assistance with their work and the pleasure of working directly with students. All Hauber Fellows and their mentors meet for lunch once per week. During these lunch meetings one of the faculty and their student(s) present an overview of their research. The faculty member speaks for twenty minutes describing the context of the student's research and then the student speaks for a further twenty minutes about their particular research. At the end of the summer each student is required to submit a written report. In the Fall each student participates in a poster symposium which provides the Loyola community with an opportunity to learn of their summer research. Depending on the outcome of their research, students are encouraged to submit their work for publication and a number of students have successfully published their work.
Application Process Applications for a Hauber Fellowship are made in the Spring semester, usually mid-to-late February. Application forms will be available in each Science department offices by contacting the appropriate Administrative Assistant (Biology: Ms. Monika Matthews, mmatthews@loyola.edu ).
Current Undergraduate Research Students:
- Jackie Francis (’07): Construction of a cDNA library from venom glands of the ectoparasitic wasp Nasonia vitripennis (Advisor: Dr. David Rivers)
- Mike Reinemann (’07): Pathological changes in the ultrastructure of fly tissues following envenomation by the ectoparasitic wasp Nasonia vitripennis (Advisors: Drs. Donald Keefer and David Rivers)
- Ashley Brogan (’07): Characterization of the of calrecticulin in the intoxication pathway used by a parasitic wasp venom (Advisor: Dr. David Rivers)
Student Advisory Board This newly formed group is composed of students majoring in biology and related interdisciplinary majors that serve as the student voice to the department. More specifically, the student group will bring vision, critique, and issues from the student perspective to the discussions of current practices and policies of departmental operation, and help shape the future direction of the Biology Department.
Current Membership:
Evan Trupia
Mia Marek
Michelle Patterson
Amanda Leroy
Jackie Francis
Chris Muse
Cathy Newman
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Biology Fear Factor In a continuing effort to provide student experiences, a capstone if you will, that prepare our graduates for life after Loyola, the department has developed Biology Fear Factor for graduating seniors. The experience  combines the ‘best’ of game show programming with reality TV, in a way that only a group of biologists could conceive. Biology’s version does what our TV inspiration does not: offers ‘real’ fear and grossness in a family-friendly, biological context. Our Fear Factor has grown in participation and interest since its inception 5 years ago, with nearly 30 contestants each year vying for the title of ‘Biology Fear Factor Champion, ’ a title that has left many others wondering ‘what is wrong with these people’? The simple answer to that question is we don’t know either. Stay tuned for the next round coming this spring during senior week. (Back to top)
Cockroach Racing For several of our students, perhaps the ultimate experience from their four years at Loyola is Madagascar Madness: The Running of t he Roaches. That’s right, cockroach racing. Now in its 8th year in the department, students enrolled in General Entomology each fall term take on the challenge of raising large Madagascar cockroaches and training them for short-track racing and the ‘marathon.’ We like to think of the event as a thinking man’s NASCAR. No matter how much the students try not to get enthused by the concept of cockroach racing, come race day, excitement is in the air, the crowds have gathered, and the students are screaming their lungs out for Green Machine, Rumsfield, and ED, to name a few, “to get off their sternum,” “ram the nymph in front into the wall,” to cross that finish line in first. Good times, good times. (Back to top) | 
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