Because of her own experiences in college, Abrahamsen keenly understands that as students change and grow, they need help adjusting their career plans. “We know there’s development that goes on, but sometimes it’s not thought about in terms of where a student begins — what they’re capable of thinking and understanding in their freshman year — versus their senior year.”

Learn more about Abrahamsen and medical studies at Bates by watching a short video.

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Eighty-nine percent of Bates College students who worked with the college’s Medical Studies Committee in applying to health care-related graduate programs for fall 2007 matriculation were accepted.

According to a report issued this week by the committee, 32 of 36 Bates applicants to medical (allopathic) or osteopathic schools, or 89 percent, were accepted. Nationally, about 45 percent of applicants to allopathic schools were accepted.

A national acceptance rate for osteopathic schools wasn’t available. However, in the 2007-08 academic year, 4,243 of 11,459 osteopathic school applicants, or 37 percent, were enrolled (as opposed to accepted; not all accepted applicants will enroll).

Fifteen out of 17 Bates applicants to other health-related programs, such as dental, nursing, nurse practitioner or veterinary medicine, were accepted, or 88 percent.

All told, 47 out of 53 Bates applicants who worked with the committee were accepted into graduate programs in the health professions.

Bates students are typically accepted into graduate programs in the health professions at a rate higher than the national average. This speaks to both the quality of Bates students and the way Bates prepares students for life after graduation.

During the 2006-07 academic year, the Bates Medical Studies Committee had more than 300 counseling appointments lasting at least 30 minutes with students and alumni interested in health careers. The college’s medical studies program helps students satisfy medical school requirements by, for instance, guiding students with their course selections and helping set up job-shadowing or internship opportunities.

Nearly 91 percent of Bates students who worked with the committee and applied to allopathic schools were accepted for fall 2007. Sixty-three percent of all Bates students who applied to allopathic programs were accepted, whether or not they worked with the committee.

Nationally, in 2007, 18,858 of 42,315 applicants (44.6 percent) to allopathic medical schools were accepted, according to information from the American Association of Medical Colleges.

Lee Abrahamsen, chair of the Medical Studies Committee and an associate professor of biology, notes that students at Bates and elsewhere show an increasing interest in graduate programs in public health. “That reflects the growing perception of health as a global issue that has to be understood from many perspectives,” she says.

In response, Bates has developed a four-course public health concentration as part of its new general education curriculum.

“Emerging infections, pollution, antibiotic resistance, who can or should be immunized — even laws that require car seats for children — are all public health issues,” Abrahamsen notes. “So public health is multidisciplinary, and including it in the curriculum allows our students to use what they learn from courses, travel, community engagement and other experiences to approach important issues that affect everybody.”

During the last two years, Bates applicants to allopathic and osteopathic programs have been 15 percent neuroscience majors, 24 percent biology majors, 29 percent biochemistry majors, 10 percent psychology and 22 percent other majors including art, philosophy, chemistry, English and religion.

Several years ago, students in Lee Abrahamsen’s 300-level virology course undertook a project for a hepatitis-C support group at a local hospital.

Members of the group craved information about everyday impacts the disease would have — “things like, ‘Can I share my towels with my family without infecting them?’ ” Abrahamsen explains. “The students developed this nice little booklet for them. It was a really neat project.”

That’s the kind of community orientation that won Abrahamsen, associate professor of biology, a prestigious award from the Maine Campus Compact. In April 2007, Abrahamsen was one of three Maine college educators to receive the consortium’s Donald Harward Faculty Award for Service-Learning Excellence (named for Bates President Emeritus Harward).

Abrahamsen’s activities in this realm, coupled with her keen interest in pedagogy in the sciences, go back at least a decade. Students in her 100-level course “Learning and Teaching Biology” developed and helped teach curricular units in nearby schools. In 2004, she collaborated with a high school biology teacher to revamp a biotechnology course in that teacher’s school. Last year, Abrahamsen’s bacteriology students worked with a local horse farm to find an effective antibiotic for an outbreak of hoof disease.

“My role is to be a facilitator and resource,” says Abrahamsen, who encourages upper-level students to propose a service-learning project in place of a non-final exam. “Students really own it. They really get into this far more than they would if I assigned a project and said, OK, here’s what you’re going to do.”

In the Bates contingent were Rachel Austin, assistant professor of chemistry; three associate professors from the biology department, Pamela Baker, Lee Abrahamsen and Nancy Kleckner; and John Kelsey, professor of psychology. Bates was one of 29 colleges and universities to send a team to the institute, which took place at Santa Clara University, Santa Clara, Calif.

The SENCER Summer Institute was designed to support a national reform effort broadening the relevance of undergraduate science education. “The overall idea was that learning can be improved by connecting the teaching of science to current global issues, particularly those which are complex and largely unsolved,” says Pamela Baker.

“Many of the issues we face as citizens have a science or technology dimension,” Baker continues. “While not everyone can be an expert on everything, learning to be a critical thinker and knowing how scientfic knowledge is produced can help people contribute to these debates and decisions.”

Participants in the SENCER institute proposed courses that teach rigorous science content through problems that require scientific knowledge and expertise.

SENCER is planned as a five-year national dissemination project that will promote reform through faculty development, a focus on local systemic change and improved assessment strategies. The project is supported with a grant from the National Science Foundation and has three goals: 1) to improve science education, especially for students who will never major in a scientific field; 2) to connect science education reform to more robust and relevant general education programs; and 3) to stimulate informed civic engagement with scientific questions on the part of today’s students.

Divorcing scientific facts from the social context and the research methodology of the era in which they were discovered “makes it very difficult for people to apply those facts in the real world,” says Baker. “Making an effort to tie science education to real-life issues not only motivates students to learn the facts, but helps them learn to apply the scientific thinking process to issues they encounter in the future.”

She added, “It was gratifying to see that Bates is quite far ahead of many places in doing this kind of teaching.”

The Association of American Colleges and Universities is the leading national association devoted to advancing and strengthening liberal learning for all students, regardless of academic specialization or intended career. Founded in 1915, AAC&U has more than 700 accredited public and private colleges and universities of every type and size.