Education is an ongoing process that doesn’t stop when we complete our “formal” years of high school or college – that’s really when much of our professional education just begins. Our society values the skilled, the knowledgeable, the expert. For this reason, education is the key to many opportunities, both personally and professionally.

During the past several years, the Door and Hardware Institute has been working continuously to achieve an ongoing goal: developing within the construction industry a greater value for the knowledge and expertise of DHI members. The professionals with whom we deal on a daily basis, such as architects, value continuing education. Accordingly, DHI has introduced a voluntary program for the consultant members of our industry to be recognized more readily and to attest to the effort it takes to acquire and maintain AHC or CDC certification – the Seal Program. An easily identifiable seal will be licensed by DHI for use by its consultants. This seal will become a symbol of the consultant’s high aptitude and experience and will inform the building industry of the value of a consultant.

A key component of the Seal Program is the requirement of the AHC or CDC to maintain his or her knowledge through education and adhere to continuing education requirements and business practices. These educational requirements exist to assure the construction industry that those using the seal/stamp are keeping up-to-date on technical and code developments.

As part of DHI’s advocacy efforts, DHI will continue to promote all consultants, whether they participate in the Seal Program or not, since this is a voluntary program. However, many of our consultant members are already visualizing the marketing capabilities of this new program, and more than 400 consultants have signed up in the first 90 days since its introduction to the industry.

This issue of the magazine is dedicated to the topic of codes, an area that requires a great deal of continuing education. As a matter of fact, each of the four continuing professional development events (sponsored by the DHI Education Foundation) which are taking place this Summer and Fall dedicate one afternoon to codes. It’s a topic that requires an ongoing educational attitude to be successful. Those who embrace the area of codes are considered the experts in our industry.

I recently learned how valuable our education efforts on the topic of codes and life safety have been when I had the pleasure of taking part in a security industry coalition. The coalition was comprised of associations such as DHI, all involved in the access control marketplace. Representatives from the participating organizations (including myself and DHI President Daniel J. Heinz, AHC) recently met at the ISC West meeting in Las Vegas. At the beginning of the meeting, we were asked to provide information on our industry, its members and their skills. As the last organization to comment, it became apparent to us that the main difference between DHI and the other organizations relating to the security industry is our expertise in the fire safety, life safety and fire code areas. The members of the other organizations are skilled in the security area but are not as familiar with life safety as members of the door and hardware industry. Individuals from other organizations acknowledge that life safety is an important component of the construction process and that DHI experts are in great need.

I hope you will continue to educate yourselves about various codes, life safety, security issues, the door and hardware industry in general, and other facets of your professional and personal life that interest you. Enjoy this issue of the magazine – as you read, you will realize its potential to help you become an expert in the door and hardware industry.

A vocational computer education allows students to concentrate on developing a basic understanding of computers; they may specialize in digital electronics, artificial intelligence, software engineering, computer networks, operating systems, information technology (IT) or computer design. Computer education programs in technology teach the various basic science and engineering concepts through lectures and laboratory classroom study.

Students in vocational computer education programs can expect to develop expertise in all computer functions and know-how in computer applications. Once basic comprehension in the foundations of computer functions is developed, students can opt to choose more advanced computer education courses, such as the uses of computer hardware and software and computer networking. Advanced students can study the application of methods and technology to solve computer problems.

Programs of study in vocational computer education programs can net the student a certificate or an associate degree in Computer Science. Students may opt for an emphasis on web development, networks, databases, information security, or technical support.

How AMCAS medical school applications are evaluated

The AMCAS system is used by a majority of medical admissions committees to streamline the admissions process for both the applicant and the school. AMCAS is the system that forwards your verified GPA and MCAT information to each potential medical school. This means that instead of having to send an individual application, transcript, MCAT score to each school, AMCAS does it all for you.

There are three essential criteria that are presented to committees via AMCAS: overall GPA, science GPA, and MCAT score. In this article, I will discuss the importance of a high GPA and the strategies that will ensure your position as an ideal candidate for medical school.

Overall GPA vs. Science GPA

A high science GPA is a critical factor in medical school admissions.

The course requirements for most medical schools involves a year of the following: general biology+lab, general chemistry+lab, general physics+lab, organic chemistry+lab. Variable requirements include statistics and/or calculus. All these classes get factored into the science GPA, a “number” that indicates to the admissions committee of your personal ability to grasp material taught in medical school. Even though it may seem unfair, it is the most effective way that admissions office can handle the high volume of applicants in an orderly and timely manner.

The overall GPA plays a role, albeit a minor one, in the medical admissions game. If your overall GPA varies from the science GPA significantly, it indicates to committees of your lack of interest in certain subjects and this may be a red flag for some. This is because medicine is an interdisciplinary field and even though most of it is science, being a successful physician may require effective public speaking and English skills. If you have anything less than a B in these courses in college, it may have some bearing on your chances at getting admission. However, maintaining a high science GPA should be a bigger priority. So if you have to chose between acing your Microbiology exam or writing a winning Poetics paper one late night, I would say go for the Microbiology.

Choosing a School and Major the Maximizes Your Science GPA

As long as you have the above required coursework completed, there is no need to pursue upper division coursework (unless you are a science major). If I had known this earlier, I would have majored in economics or political science and truly enjoyed my lab-free undergraduate days. Instead, I chose to major in biology and spend my evenings writing lab reports and memorizing esoteric concepts.

Do NOT feel obligated to pursue a science major if your future plans include medical school. Instead, pursue a major that you genuinely are interested in- may it be art, dance, quantum physics. This will not only guarantee that you will maintain a high overall GPA in college, but also that you will enjoy your college experience. Also, this is refreshing to a medical school since non-science majors provide diversity and interesting insight to the community. As long as you find a way to incorporate a way to take all the required science classes, you will be okay.

Do NOT major in science unless you know 100% that you will get at least a B+ on all upper division coursework. Every science class you take gets factored into the science GPA, not just the prerequisite classes. So if you decided to take an advanced organic chemistry course out of sheer interest and end up getting a D, this will be factored into your science GPA and will look very poor, even though it was an esoteric course. As a science major, you will have to take more science courses in upper division that can be graded more harshly. There is no need to jeopardize your undergraduate science GPA unless you know you will do extremely well in these classes. I’m not here to discourage you if you really want to major in biochemistry or physics, but I do want to warn you of the possible consequences in the growing stiff competition in the world of medical school admissions.

How the College You Attend Gets Factored In

The college you ultimately end up choosing to attend weighs heavily, but indirectly, on medical school applications. For the most part, your capabilities as a medical school student are represented by the three magic numbers: overall GPA, science GPA, and MCAT.

I chose to attend Reed College because of its research-based curriculum and thesis year. Reed College had the facilities that taught me how to think critically and to do self-directed laboratory research that I thought would be a rigorous introduction to medical research and medical school. In fact Reed College churns out the most undergraduates that end up getting a PhD in biology in the nation.

What ends up hurting me in the end is a triple threat: Reed’s anti-grade inflation policy, being a biology major, and being a biology major at Reed. There have only been a handful of 4.0 graduates during Reed’s existence. I don’t think any of them were in any of the science departments (I’d have to double check on this). Imagine how this has affected my overall GPA and science GPA. Considering how hard I work here, I think that I would’ve maintained something close to a 4.0 GPA that I had if I had attended transferred to a university. This is especially because Reed’s upper division courses also have a graded lab portion, unlike other schools. But this is not just the case at Reed.

Most liberal arts colleges have a tougher grading system than other universities. The combination of smaller class sizes and emphasis on academics rather than grades is what drives the GPA down in liberal arts schools. In smaller classes, professors are more careful in evaluating their students and can have more tougher exams because they don’t need to grade a huge volume of exams in a short period of time. I attempted to take organic chemistry at Reed for a semester and dropped it after a couple weeks. The tests were very intensive, involving writing complete mechanisms of reactions and predicting entire chemical structures from scratch. The lab portion was independent. We were asked to try to make a certain chemical with a limited amount of reagents on our own.

I spent my following summer at University of California, Riverside taking the organic chemistry course again. The exams at certain points were multiple choice (!) and the lab portion involved following a simple protocol every meeting rather than using critical thinking to adapt what was learned in lecture into lab. And since the class was well over 200 students, the entire course was streamlined this way so that grades could be put up on time and TAs could minimize the amount of time it took to grade.

Conclusion?

Most liberal arts school have a very strong philosophy on learning rather than being taught. The curriculum is almost always tougher and the average GPA of a graduate almost always significantly lower. Not to put down larger universities, but Reed students could blow UCR students out of the water in organic chemistry. But who is more likely going to get into medical school: the B- student that learned how to synthesize a ester alcohol on his own or the A student that mastered the art of multiple choice and rote memorization? I would say the A student because that is what AMCAS sees and the system is blind to any fine detail.