Requirements

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 MCB concentrators:
1. A preliminary ranking is established, based on a numerical average of courses accepted for concentration credit that is calculated as follows:

Thesis candidates: 2/3 average of all concentration course grades + 1/3 average of the three thesis grades

Non-thesis candidates: average of all concentration course grades

2. Tutors are asked to provide brief recommendations for their tutees, including information on topics such as performance in tutorial and research not presented as a thesis.

3. A concentration honors committee meets and considers each candidate. Precise numerical cutoffs are not established in advance. Moreover, a student whose numerical average is a bit lower than a classmate’s may receive a higher recommendation if their record shows more rigorous courses, improvement over four years, and a strong recommendation for performance in tutorial. Although assessing the rigor of each student’s course selections is inevitably a bit subjective, we believe that individual consideration of each student’s overall record is
fairer than a purely computerized approach. The quality of the thesis project (if applicable) and the strength of the tutor’s recommendation are given due consideration.

4. In recommending Highest Honors, we look both for a first rate thesis and an interesting program of challenging courses. Rarely have we recommended Highest Honors with a numerical average of less than 3.9, but a ranking above 3.9 in no way guarantees such a recommendation.

5. In recommending High Honors, we again look for more than “just grades”, and we try especially hard to reward good theses (if applicable), challenging courses, etc. The lower limit for a High Honors recommendation varies a bit from year to year, but in general is around 3.7 for thesis candidates and 3.8 for non-thesis candidates.

6. The lower limit for an Honors recommendation is generally around a 3.5 for thesis candidates and 3.6 for nonthesis candidates. Research experiences, participation in tutorial, and the rigor of the plan of study are important factors in our final recommendations.

Students wishing to pursue a joint concentration with MCB must fulfill the MCB Honors course requirements and complete a senior thesis that is at the intersection of the two fields of study. While a variety of joint concentrations are possible, quantitative fields such as statistics and computer science may be particularly appropriate. Owing to the significant overlap in requirements, a joint concentration in MCB with any of the other life science concentrations (Neuro, CPB, 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. MCB course requirements is unaffected whether MCB 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.