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CPB Concentration Requirements
*MCB 65 cannot double-count as both an intermediate biology course and as a physical chemistry course
**Computational requirement: at least one concentration course must include substantial computational content like PS 12, PHYSICS 15, APMTH 10, APMTH 111, APMTH 115, APMTH 126,CS 50, CS 109, MCB 111, MCB 112, MCB 131, MCB 199, or a class approved by the concentration advisors.
Foundational courses
2 half courses
Intermediate biology
2 half courses
General or Inorganic Chemistry
1 half course
Physical Chemistry**
1 half course
Organic Chemistry
2 half courses
Mathematics**
2 half courses
Physics**
1 half course in mechanics
Physics**
1 half course in electricity and magnetism
Upper level natural sciences**
3 half courses
Research
1 semester
Tutorial
LS 1a (or LPS A) AND LS 1b or
LS 50 a AND LS 50 b
MCB 60 AND MCB 63, 65, 66, 68, or 80
CHEM (PS)10, PS11, CHEM 40, or CHEM 160
MCB 65*, MCB 199, CHEM 60, or CHEM 161
CHEM 17 AND CHEM 27 or
CHEM 20 AND CHEM 30
From two out of three categories of linear algebra and/or differential equations (MATH 19A, MATH 21B, APMTH 22A); statistics (STAT 100, STAT 102, STAT 110); and computer science (CS 50, CS 32, AM 10)
PS 2, PS 12a, Physics 15a or 16, or Applied Physics 50a
PS 3, PS 12b, Physics 15b, or Applied Physics 50b
3 courses in the natural sciences, engineering, and/or math (e.g., 100-level CHEM, MCB, or PHYSICS)
Many upper level STEM courses can fulfill this requirement. You can check whether a course meets this requirement by speaking with an advisor during advising conversations or by emailing an advisor the course name/syllabus for confirmation.
At least one upper level project lab course chosen from: LS 100, CHEM 100, CPB 91, and CPB 99.
For more information on getting started in research, click here. For a list of MCB faculty and their research interests, click here.
Click here for more information.
Foundational courses
2 half courses
LS 1a (or LPS A) AND LS 1b or
LS 50 a AND LS 50 b
Intermediate biology
2 half courses
MCB 60 AND MCB 63, 65, 66, 68, or 80
General or Inorganic Chemistry
1 half course
CHEM (PS)10, PS11, CHEM 40, or CHEM 160
Physical Chemistry**
1 half course
MCB 65*, MCB 199, CHEM 60, or CHEM 161
Organic Chemistry
2 half courses
CHEM 17 AND CHEM 27 or
CHEM 20 AND CHEM 30
Mathematics**
2 half courses
From two out of three categories of linear algebra and/or differential equations (MATH 19A, MATH 21B, APMTH 22A); statistics (STAT 100, STAT 102, STAT 110); and computer science (CS 50, CS 32, AM 10)
Physics**
1 half course in mechanics
PS 2, PS 12a, Physics 15a or 16, or Applied Physics 50a
Physics**
1 half course in electricity and magnetism
PS 3, PS 12b, Physics 15b, or Applied Physics 50b
Upper level natural sciences**
3 half courses
3 courses in the natural sciences, engineering, and/or math (e.g., 100-level CHEM, MCB, or PHYSICS)
Many upper level STEM courses can fulfill this requirement. You can check whether a course meets this requirement by speaking with an advisor during advising conversations or by emailing an advisor the course name/syllabus for confirmation.
Research
1 semester
Tutorial
Click here for more information.
Concentrations make “English honors” (Honors, High Honors, and Highest Honors) recommendations to the College. The Faculty of Arts and Sciences makes Latin honors (cum laude, magna cum laude, and summa cum laude) recommendations based on the overall record. A complete description of the Harvard College honors process is described in the Student Handbook (see “Academic Information: Requirements for Honors Degrees).
We encourage students to remember that distinctions among levels of Honors in fact make little difference in the outside world. The biggest difference between a “summa” and a “cum” may be in the reaction of family and friends on commencement day, and some of our most promising students graduate “cum”. So please do not design your plan of study with distinctions of honors in mind. A sensible and exciting program of courses and research is what matters – not a bit of Latin on your diploma.
The most important advice we can give is to construct a creative and challenging academic program based on your interests and the concentration requirements, engage in laboratory research so that you can experience the excitement of contributing to the discovery of new knowledge in the field, and take tutorial seriously as an opportunity to be mentored by a senior scientist.
With that in mind, the following outlines how honors recommendations are made for CPB concentrators:
2/3 average of all concentration course grades + 1/3 average of the three thesis grades
CPB is, by design, an interdisciplinary concentration, therefore few students pursue joint concentrations with CPB. Students wishing to pursue a joint concentration with CPB must fulfill the CPB Honors course requirements andcomplete a senior thesis that is at the intersection of the two fields of study. Joint concentrations with quantitative fields such as statistics and computer science may be particularly appropriate. Owing to the significant overlap in requirements, a joint concentration in CPB with any of the other life science concentrations (MCB, Neuro, HDRB, IB, HEB, BME, Chemistry, Psychology (Life science track)) are not allowed. If you are considering pursing a joint concentration, reach out to either Dominic Mao or Monique Brewster to discuss this possibility.
Joint concentrations are evaluated and approved on a case-by-case basis. The process for evaluation, approval and advising for joint concentrations is as follows:
1. The potential joint concentrator submits a form.. Early submission facilitates advising and concentration requirement oversight by both potential concentrations, but the form must be submitted at the latest by March 15th of their Junior year. Form submission is followed by a mandatory, in-person meeting with the Assistant Director of Undergraduate Studies. The purpose of the form and meeting is to map out the study plan for a joint concentration (n.b. CPB course requirements is unaffected whether CPB is the primary or the allied concentration). The deadline is intended to give students sufficient time to develop and submit their thesis proposals during the month of July preceding their senior year. The head tutor, in collaboration with the ADUS, will review the application for a joint concentration and respond with a decision accompanied by feedback within a month from the time of submission. Students whose applications are denied can address the comments in the feedback and resubmit by the final deadline of March 15.
2. A joint concentration degree will not be awarded if any thesis or coursework requirement was not met.
3. The student is responsible for mediating communications with the two concentrations to obtain approval of the thesis proposal and establish a plan for evaluation of the joint thesis by both concentrations.
4. Joint concentrators are required to discuss their progress at the start of each semester by meeting with advisors from both concentrations.
What is the Biochemical Sciences Tutorial Program?
The Biochemical Sciences Tutorial Program was established in 1926 and continues to
this day as a mandatory tutorial program for CPB and MCB concentrators. The
Biochemical Sciences Tutorial is a not-for-credit program that complements the
curriculum by providing individual instruction with an emphasis on helping students
learn to think critically about problems and experiments in modern biological sciences.
Mentoring on career choices, research opportunities, and other academic subjects are
logical extensions of the tutorial.
Who is part of the Board of Tutors in Biochemical Sciences?
Our tutors have in common a terminal degree (MD, PhD, MD-PhD) but represent a
diversity of career trajectories from academic and industry scientists, educators,
consultants, etc.
When does the tutorial program begin for CPB-MCB concentrators, how often do
tutors meet with their tutees each semester, and how long does it last?
Newly declared concentrators are assigned a tutor at the end of sophomore Fall and
start meeting with their tutors in sophomore Spring. Tutors meet 4-6 times each
semester with their tutees. Concentrators keep the same tutor until they graduate, which
allows establishing a long-term mentoring relationship.
What do students discuss with their tutors in their tutorial meetings?
One of the major learning objectives of the MCB-CPB concentration is that students
should be able to critically review scientific literature and evidence. At the core of the
tutorial meetings is a close reading of primary scientific literature. You may hone in on
an interest area to pursue your undergraduate research, or dive deeper in your research
area of interest. You may even explore new fields with your tutor. For example, some
tutorials may start with primary literature to learn about a basic science discovery and
then venture into topics like ethics or commercialization. You may discuss postgraduate
plans and career trajectories. You may also discuss/present your research/thesis and
seek advice on troubleshooting or writing. If meeting in small groups, participants can
rotate presenting their paper of choice.
What is the appropriate professional etiquette for Tutorial Meetings?
Our tutorial format has several advantages. It allows for professional development in a
low-stakes, high-reward environment but only when both tutors and tutees are actively
invested. Since the tutorial is not for credit, it does not occupy course slots in your plan
of study. The long-term nature of the program gives students the opportunity to learn
how to nurture and develop a professional relationship while they are in college!
Send any papers or material ahead of time giving all participants enough time to read.
Do not cancel meetings at the last minute; no-shows are not acceptable! The tutorial is
a mandatory component of the CPB and MCB concentration requirements. We may
reach out to your tutor to ask about your participation in tutorial when determining
English honors.
For Tutees
The onus is on the student to reach out to their tutor at the start of each semester to
schedule tutorial meetings for the semester. Scheduling is challenging as all of us have
many commitments and so we recommend identifying time slots for all the meetings for
the semester that work for both tutors and tutees at the start of the semester.
For Tutors
While we prefer in-person meetings, you may meet with your tutees on Zoom. For in-
person meetings, you may meet in your office or use one of the rooms in the CPB-MCB
Undergraduate Office at 95 Sherman Fairchild Building (7 Divinity Ave). Please reach
out to Claudia Galeas if you want to reserve one of the rooms in our office. Claudia can also
arrange for a parking pass as needed for your tutorial meetings.
Our students come from a diverse range of preparatory backgrounds. Our tutorial offers
a unique opportunity to prepare our students towards the goal of being able to critically
read scientific literature in a safe environment without the pressure of grades.