Handbook for Predental Students

Handbook for Predental Students David J Lucas, Advisor Department of Physics Northern Michigan University Marquette, MI 49855 email: Home Page: Predental Page (accessible via NMU’s Home Page ( or D Lucas’s Home Page) Northern Michigan University Predental Advisory Board Peter Belpedio, D.D.S, General Dentistry G Peter Kelly, D.D.S., Periodontics April Lindala, Director of Native American Studies, NMU David J Lucas, Ph.D., Physics, Chair, Predental Advisory Board Suzanne Williams, Ph.D., Chemistry Department Former Board Members Patrick Kelly, D.D.S., P.C., General Dentistry Carolyn L Myers, Ed.S., NMU Olson Library Seventh Edition Reproduction of any portion of this manual without written permission of the Predental Advisory Board is prohibited Copyright 1984, 1989, 1998, 2001, 2003,2006 by Northern Michigan University Printed at Northern Michigan University in Marquette ACKNOWLEDGMENTS The seventh edition of the Northern Michigan University Predental Handbook has evolved with the help of the Predental Advisory Board and through the contributions made by former predental advisors in previous editions INTRODUCTION This handbook was written as a guide for individuals who are considering a career as a dentist An attempt has been made to provide information about many aspects of this career Included is advice regarding high school preparation, required or recommended college courses, preparing for the Dental Admission Test, the costs of a dental education, and how and where to apply for admission to dental school IMPORTANT SOURCES OF INFORMATION: All predental students should consult the latest edition of the book Official Guide to Dental Schools published by the American Dental Education Association This publication contains a wealth of valuable information about predental preparation and admission to dental school It contains descriptions of each of the 55 U S and 10 Canadian dental schools, including each school's admission requirements, estimated expenses, selection factors, admissions office address, and a variety of other information about the school It is revised annually in April, and the latest edition is available to predental students by contacting the NMU predental advisor, room 2517 West Science A personal copy may be ordered from the address given below at a cost of about $35.00 per copy Publications Department American Dental Education Association 1400 K Street, NW, Suite 1100 Washington, DC 20005 Phone: 202-289-7201 Fax: 202-289-7204 www.adea.org Information on dental careers is available from: Council on Dental Education Department of Career Guidance Activities American Dental Association 211 East Chicago Avenue Chicago, IL 60611-2678 OR American Dental Education Association (See address above) COMPETITIVE DENTAL SCHOOL APPLICANTS: The last two decades have witnessed dramatic changes in the number of dental school applicants and in the number of first year positions in dental schools The period beginning in 1975 and continuing for approximately 15 years was marked by a decrease in the number of individuals applying to dental school, as well as a decrease in the number of dental schools In 1975 there were 15,734 applicants to U.S dental schools; by 1989 this number had fallen to 4,964 Between 1985 and 1993, predoctoral training programs were discontinued at six dental schools In 1978 there were 6,301 first year positions in U.S dental schools; out of 9433 applicants for the 2004 entering class, 4457 were enrolled in U.S dental schools The recent past has been characterized by two factors, a stable number of first year positions in dental schools and an increase in the number of applicants Between 1989 and 2003 the number of applicants for each available position in dental school has varied from 1.25 to 2.12 The GPA and Dental Admission Test (DAT) scores of admitted students have increased over the years To be competitive in the present application environment, students should strive to the following: ‚ Obtain a bachelor's degree Many dental schools state that they will accept applicants who have completed two or three years of undergraduate work; in actual practice, nearly all students admitted in recent years have had a minimum of a years of college ‚ Complete the prerequisite courses required by the dental schools to which you will apply Take specific science courses that help develop problem-solving abilities and provide the basic science knowledge that is needed to well on the Dental Admission Test and to succeed in dental school ‚ Maintain a high grade point average Over the past few years, the dental schools in Michigan have admitted a first year class with a GPA average of between 3.48  Score high on the Dental Admission Test As the number of dental applicants have increased, so have the DAT scores of admitted students In recent years the dental schools in Michigan have admitted students with DAT scores above the national mean Scores of 18 or greater on the various parts of the test are competitive ‚ Become aware and knowledgeable about a career in dentistry by reading about the career and observing dentists in their offices ‚ Obtain strong letters of recommendation from professors and dentists and a supportive letter of evaluation from the Predental Advisory Board  Demonstrate a consistent record of volunteer service in the community or health care environment LEARN ABOUT DENTISTRY AS A CAREER: Predental students should try to learn as much as possible about a dental career It is strongly recommended that predental students speak with practicing dentists about the career, observe in a dental office, and visit dental schools Most dentists welcome the opportunity to speak with students who are considering a dental career Admissions officers at dental schools are pleased to meet with prospective students, provide a tour of the school, and discuss matters relating to dental education and career opportunities for dentists Students who are considering a career as a dentist are encouraged to contact dental schools and arrange for a visit Names, addresses, and phone numbers for all admissions officers of dental schools are listed in the book Official Guide to Dental Schools A career in dentistry extends beyond providing primary care for patients Dentists educate patients and the community about dental health and its impact on well-being, they provide leadership in their practice, they manage financial and business matters in the practice setting, and they are sometimes called as expert witnesses in legal cases Good sources of information on current issues in dentistry and dental education are publications from the American Dental Association and the American Association of Dental Schools Most dentists are general practitioners In addition, there are ten recognized specialties that permit a dentist to concentrate exclusively with patients who have specific problems Following is a brief description of each the clinical fields in dentistry; this information was obtained from Admissions Requirements of United States and Canadian Dental Schools GENERAL DENTISTRY: General dentists bring their oral diagnostic, preventative, and rehabilitation skills directly to the patient by restoring damaged or missing tooth structure and treating diseases of the bone and soft tissue in the mouth and adjacent structures They also provide patients with proactive programs of preventative oral health care DENTAL PUBLIC HEALTH: Individuals who enter the dental public health field are involved in developing policies and programs, such as health care reform, that affect the community at large ENDODONTICS: Endodontists diagnose and treat diseases and injuries that are specific to the dental nerves and pulp (that is, the matter inside the tooth) and tissues that affect the vitality of the teeth ORAL AND MAXILLOFACIAL PATHOLOGY: Oral pathologists are dental scientists who study and research the causes, processes, and effects of diseases that have oral manifestations These diseases may be confined to the mouth and oral cavity, or they may be symptomatic of a health problem affecting other parts of the body ORAL AND MAXILLOFACIAL RADIOLOGY: This specialty results in the special skill of interpreting diagnostic x-rays of the head and face ORAL AND MAXILLOFACIAL SURGERY: This specialty requires practitioners to provide a broad range of diagnostic services and treatments for diseases, injuries, and defects of the neck, jaw, and associated structures ORTHODONTICS AND DENTOFACIAL ORTHOPEDICS: Orthodontists treat problems related to irregular dental development, missing teeth and other abnormalities Beyond "straightening teeth," orthodontists establish normal functioning and appearance for their patients PEDIATRIC DENTISTRY: Pediatric dentists specialize in treating children from birth to adolescence They may also treat disabled patients beyond the age of adolescence PERIODONTICS: Periodontists diagnose and treat diseases of the gingival tissue and bone supporting the teeth Gingival tissue includes the gum, the oral mucous membranes, and other tissue that surround and support the teeth PROSTHODONTICS: This dental specialty is the science and art of replacing missing natural teeth and associated structures with fixed or removable substitutes DEMAND FOR DENTAL SERVICES: Surveys conducted by the American Dental Association and the U.S Department of Health and Human Services indicate that the demand for services provided by dentists will grow in coming years One contributing factor is a decrease in the number of dentists In 1997, there were about 58 practicing dentists for each 100,000 individuals in the U.S population; it is estimated that the number of dentists will decrease to as years go by Because of reductions in the number of dental schools and decreases in class sizes at many dental schools, it is likely that this trend will continue It should also be noted that these ratios represent an average for the U.S and vary considerably with change in geographic location Coupled to the decrease in the number of dentists is an increase in the demand for dental services The success of preventative dentistry has resulted in a growing older population of individuals who will retain their teeth and will continue to require regular dental care New dental services, such as cosmetic dentistry, will also contribute to the increased demand for services Were it not for increased efficiency in the delivery of dental care there would likely be impending shortages in dental services COST OF A DENTAL EDUCATION: Students considering a career in dentistry must consider the costs associated with the required training for such a career A typical predental program requires four years of undergraduate study at a college or university This is followed by four years in dental school The costs for the predental years will vary widely depending upon the college attended and the types of financial aid and scholarships that are available The expenses associated with attending dental school are also somewhat variable For a student (Michigan resident) entering the University of Michigan School of Dentistry in the fall of 2004, the estimated expense for tuition, fees, books, and instruments (i.e., all required costs) is $113,700 for four years At the University of Detroit Mercy School of Dentistry the comparable figure is $176,140 Living expenses such as food and rent are not included in these figures The costs of attending dental school are commonly offset by financial aid, in fact, over 90% of students in dental school rely on financial aid All students admitted to dental school are eligible to receive financial aid to help make up the difference between the costs of attending dental school and the amount of support the student and the student's family can reasonably provide In recent years, nearly all of the financial aid has been provided in the form of loans All dental schools have financial aid offices to assist students in dealing with the problems associated with financing a dental education Because of the high costs of dental education, graduates of dental schools are typically carrying a significant debt burden when they graduate This is commonly compounded by the expenses associated with establishing a dental practice which occur after graduation Although there is little most students can about the high costs of dental school, students have some control over their predental years Students should strive to keep their undergraduate expenses low, and to borrow only what is absolutely necessary for them to attend school There are examples of quality predental programs at institutions which have lower than average expenses The Predental Advisory Board is of the opinion that Northern Michigan University represents one such program Students can also get valuable advice on loan management in the book Official Guide to Dental Schools ABILITY AND MOTIVATION: Predental students must have strong academic abilities, enjoy the challenge of learning, and maintain a high degree of motivation to succeed Development of interpersonal skills, leadership qualities, and the ability to use good judgement are important for anyone who wants to become a dentist CHANGES IN DENTISTRY: The practice of dentistry has undergone rapid and significant changes in recent years These changes have been the result of various factors including: ‚ Increasing complexity of dentistry as the result of applications of discoveries in the sciences of biochemistry, cell biology, and molecular biology for the prevention and treatment of diseases ‚ Increased emphasis on patient education and preventive dentistry ‚ Changes in management and reimbursement for health care, and development of multiinstitutional systems for health care delivery ‚ Demographic changes which include the aging population, more single parents, more women in the work force, adolescent health concerns, new diseases such as AIDS, and drug abuse All of these factors create cultural and social dilemmas that impact on the practice of dentistry ‚ Changes in the distribution and supply of dentists ‚ Ethical questions that arise as new developments in dentistry are applied to patient care WHY BECOME A DENTIST? Education to become a licensed and practicing dentist requires four years of predental undergraduate study and four years in dental school For a dental specialty at least two additional years of postgraduate dental education are necessary Monetary costs for this education can be great, and the intellectual challenges are significant Health care, including dentistry, is in a state of change and practitioners will have to adapt to these changes Because of these and other factors, there are dentists who discourage young people from pursuing the career On the other hand, the practice of dentistry can be very rewarding There is the opportunity to provide a unique service, to practice a highly respected profession, to be self-employed, and to earn an above-average income Recent surveys continue to show that dentistry is a trusted profession; dentists rate high in terms of honesty and ethical standards Furthermore, the vast majority of Americans are satisfied with the care they receive from their dentists Possibly the greatest reward dentistry offers the practicing dentist is the satisfaction of being able to apply the skills and knowledge he or she has learned to help others Being a dentist offers an opportunity to pursue a profession that has a potential to provide great personal fulfillment Dentistry is a fast-changing and expanding profession The number and range of services provided by dentists keeps growing Dentists treat people of all ages from many different backgrounds Dentists are constantly challenged to make creative decisions regarding treatment of patients that often require careful, precise handwork, and judgement To many dentists, learning new techniques and methods and treating a variety of people provide continuous stimulation Furthermore, dentists in private practice have considerable freedom to plan work schedules around their individual needs and desires Anyone pursuing a dental career, or considering such a career, should determine if he or she has the temperament, character, stamina, talents and desire to become a practicing dentist HIGH SCHOOL PREPARATION High school students who plan to pursue a predental curriculum in college should take college preparatory courses and develop a strong academic background These courses typically include four years of English, four years of mathematics, and at least one year each of biology, chemistry, and physics Electives to provide a broad general education should be chosen from the social sciences, humanities, and foreign languages Dental schools seek to admit individuals who have a variety of interests and experiences In high school there is the opportunity to take classes in many areas and to participate in a wide range of extracurricular activities These courses and activities help to develop good communication and leadership skills, and students are encouraged to utilize these opportunities ADVANCED PLACEMENT: Most colleges and universities, including Northern Michigan University, offer advanced placement to entering students who pass special examinations Refer to the Northern Michigan University Bulletin for a list of advanced placement subjects Students who have a strong background in one or more of these subjects should consider taking an advanced placement test in that area A high school counselor may be able to provide information regarding the Advanced Placement Program (APP-CEEB) or College Level Examination Program (CLEP) for advanced placement UNDERGRADUATE PREPARATION In the undergraduate collegiate years students should discover and develop their unique talents and abilities, determine what provides real pleasure, and discover their own sense of identity College is a voyage of discovery of yourself, of others, and of the world; it is an inestimable privilege to attend a university, whether or not you become a dentist DENTAL SCHOOL ADMISSION REQUIREMENTS: In recent years many dental schools have modified their traditional course requirements for admission in an attempt to encourage students to take more courses outside the sciences Dental educators and others believe that dentists need to be well-rounded in their interests and experiences Predental students are encouraged to take as many classes outside the traditional sciences as possible during their undergraduate years A predental student can pursue any major they are interested in while at the same time fulfilling the dental school entrance requirements for curriculum However, students preparing to apply for admission into dental school need to be aware that a firm background in the basic sciences of biology, chemistry, and physics is still required Also, strong problem solving abilities are necessary in order to score high on the Dental Admission Test, as well as for the dental school classes Nearly all dental schools require one year of inorganic (general) chemistry, one year of organic chemistry, and one year of physics, all with laboratories Many dental schools require biochemistry which is otherwise highly recommended College algebra is required by all dental schools except Harvard which requires calculus At least one year of biology is required, although advanced courses are often recommended as well Nearly all dental schools require one year of English composition and some social studies, many requiring a semester of psychology The prerequisite courses specific to each medical school can be found in the most recent edition of Official Guide to Dental Schools Predental students should determine the specific admission requirements for the dental schools to which they plan to apply RECOMMENDED PREDENTAL COURSES Based on our experience and the feedback of our graduates who have gone to dental school, the following science courses are recommended as preparation for dental school (courses indicted with an asterisk are required for most dental schools): *Introductory Biology Intro To Molecular/Cell Genetics Cell Biology Anatomy Physiology General Microbiology *General Chemistry *Organic Chemistry Introductory Biochemistry *Physics BI 111 BI 218 (requires BI111, CH111, CH112) BI 312 (recommended) BI 313 BI 201 (recommended) BI 202 (recommended) BI 303 CH 111 and CH 112 CH 321 and CH 322 CH 450 (highly recommended) PH 220 and PH 221 (calculus based) or PH 201 and PH202 (algebra based) Also, most dental schools consider it desirable for applicants to take a variety of courses outside of the sciences, such as a foreign language, philosophy, art, theater, business, and speech The choice is up to the student and should be based on what interests the student GRADE POINT AVERAGE: Competitive applicants to dental school need to maintain a minimum grade point average of about 3.0 Seldom is an applicant accepted with a GPA below 2.8, and in most of these instances other factors such as very good DAT scores or other exceptional achievement compensates for the low GPA The mean science GPA of all students admitted to U S dental schools is presently 3.4 while the overall average GPA is 3.5 Dental schools are concerned with the academic ability of applicants because of the extensive volume of knowledge to be learned and the need for dentists to apply their knowledge using problem solving skills Dentists also need to continue to learn throughout their lives as new discoveries are made and the practice of dentistry changes UNDERGRADUATE COURSE SCHEDULE: The following course schedule is typical for the freshmen and sophomore years of predental education The schedule will vary somewhat, depending on high school background and the ability and interests of each student Predental students are advised to take a full credit load which is 15-18 credits each semester Semester Composition Biology Chemistry Mathematics Semester EN 111 BI 111 CH 111 Credits 4 17 Sociology SO 101 Biology BI 112 Chemistry CH 112 Mathematics Credits Semester Biology Organic Chem Physics Composition 4 17 Semester BI 312 CH 321 PH 220 EN 211 Credits 4 17 Biology or LB Elective Organic Chem CH 322 Physics PH 221 LB Elective Credits 4 17 The PH220/221 (Physics) sequence is the calculus based course Any students who have not had the first semester of calculus cannot take PH220 and the second semester of calculus is required to take PH221 If a student does not intend to take calculus, they will sign up for the PH201 and PH202 sequences which are the algebra based courses and require successful completion of or placement beyond MA104 (College Algebra) The class schedule for the third and fourth year depends on the choice of major Students should decide on a major no later than their fourth semester in college ADDITIONAL RECOMMENDATIONS: Dental schools not have specific mathematics requirements (except for Harvard which requires calculus) However, predental students must take math courses at least through college algebra in order to successfully complete the required physics and chemistry courses These courses are part of the recommended strong background in the sciences that helps develop problem solving ability CHOICE OF MAJOR: Dental schools not specify a particular major, so students should select a major based upon individual interests and abilities Since no one can be certain of acceptance into dental school, another consideration is whether the major will lead to a satisfying alternative career, and whether there is a good outlook for employment in that career Most predental students at Northern major in science, with biochemistry, chemistry, and biology being the most common choices If a student chooses a non-science major, it is important that excellent grades be received in the dental school prerequisite courses to demonstrate abilities in the basic science courses that are the foundation of dental education The student’s undergraduate schedule will have to be carefully constructed in order for the major and required science courses to be completed in a reasonable period of time PERSONAL QUALITIES: In addition to academic qualifications, dental school admission committees consider other factors when screening applicants These may include demonstration of interpersonal qualities, past experiences, and interests Such factors are more general but may have a significant influence on admission decisions DENTAL ADMISSION TEST (DAT) All dental schools in the United States require applicants to take the Dental Admission Test The DAT is a comprehensive examination that is designed to evaluate knowledge and abilities in areas judged to be essential for successful performance in dental school The DAT consists of the following sections: Survey of Natural Sciences 100 questions in 90 minutes (Biology, General/Organic Chemistry) Perceptual Ability Test 90 questions in 60 minutes Break (optional) 15 minutes Reading Comprehension Test 50 questions in 60 minutes Quantitative reasoning Test 50 questions in 45 minutes The raw score (total number of correct responses) from each exam is converted into a standard score to facilitate comparison of performance on different sections of the test, as well as to compare performance on tests given at different times Standard scores (which range from to 30) are reported in eight categories: Biology General Chemistry Organic Chemistry Total Science Reading Comprehension Quantitative Reasoning Academic Average Perceptual Ability Note that although one year of physics is required for admission to dental school, physics is not covered on the DAT Minimally competitive scores on each of these tests are around 17 REGISTERING FOR THE DAT: The DAT is administered on computer throughout the U.S and its territories but not in foreign countries There are DAT test centers throughout the United States, a listing of which is included with the registration materials Currently, the nearest test center to Northern Michigan University is at Sault Ste Marie, Michigan Applicants must register in advance, but there are no application deadlines as the test may be taken on almost any date Registration can be done online at or packets are available from the predental secretary or may be obtained by writing to: Department of Testing Services American Dental Association 211 East Chicago Avenue Suite 1846 Chicago, Illinois 60611-2678 Phone: 312-440-2689 or 800-621-8099 (ask for the DAT office) It is recommended that applicants take the DAT by May of the Junior year By so doing, there is time to take the DAT again in the fall (if the first scores are unsatisfactory) and still apply for admission to dental school during the same application cycle Students must wait 90 days before they can re-take the test The application fee for the DAT is $170 PREPARING FOR THE DAT: Before taking the DAT students should have completed the following courses: Introductory Biology BI 111, BI 112 (or other biology course if not a major in biology) Genetics BI 312 Cell Biology BI 313 or Animal Physiology BI 222 General Chemistry CH 111, CH 112 Organic Chemistry CH 321, CH 322 Physics PH220, PH221 or PH201, PH202 Preparation for the DAT should begin several months before the examination Most students prepare for the DAT using one of the commercially prepared review books These books provide a systematic review of the subject areas, practice tests, and other helpful material Commercial review courses are also available for the DAT These courses may be taken on-line or the student may take the course at an instructional center, commonly located in a large metropolitan area Students listen to lectures and tapes that review the subject matter for the DAT These review courses are expensive so a student will need to judge for themselves if it might be beneficial to them Some students may wish to take a course because it provides welldefined structure to studying and covering the material However, upon completion of a course, there are no guarantees as to what score one will get on the DAT Consult with the predental advisor before deciding to take a preparatory course If a student has been out of school for more than one year, it may be advisable to take one of these courses Regardless of whether you choose the review books or a commercial preparation course, it is important to set aside a specific amount of review time each week beginning three or four months before the DAT and take as many practice tests on the computer as can be found on-line or otherwise REPEATING THE DAT: The DAT can be repeated to improve scores However, before making a decision whether to repeat the DAT, consult with the predental advisor When students apply to dental school and there are multiple DAT scores, all of the DAT scores (up to four) are provided to the dental school It is up to each dental school to determine how to interpret the scores in making admissions decisions 10 APPLYING TO DENTAL SCHOOL Nearly all U.S dental schools require applicants to use the American Association of Dental Schools Application Service (AADSAS) This organization provides dental schools with uniform information about applicants in a standardized format If a dental school does not use AADSAS, applications must be obtained directly from the school Applicants to dental schools that use AADSAS need only file one application The AADSAS application requires the applicant to provide information in a specific format AADSAS personnel verify the academic record on the application submitted by the student, and review the application to ensure that everything is in order Applications are completed electronically at Information on AADSAS may also be obtained by writing to: American Dental Education Association 1400 K Street, NW, Suite 1100 Washington, DC 20005 Phone: 202-289-7201 or 800-353-2237 Fax: 202-289-7204 www.adea.org Refer to the book Official Guide to Dental Schools for additional information about applying to dental schools APPLY EARLY: It is recommended that the DAT be taken in the spring and the AADSAS application submitted during the early summer Each dental school has specific dates before which and after which they will not accept applications; these are published in the Official Guide to Dental Schools If the DAT will be taken in the summer or fall, students should still submit the AADSAS application during the summer Early application is especially critical when the application pool is large Applications are reviewed and sent to the dental schools in the order in which they are received by AADSAS If there are problems with the application, an early applicant has time to respond early in the application process, rather than near the deadline EVALUATION OF APPLICANTS: AADSAS sends copies of completed applications to the dental schools the applicant designates Admission committees at the dental schools review and rank the applications Most dental schools invite applicants for a personal interview at the school This interview is important for the applicant as well as for the school Applicants have an opportunity to learn about the school, and to speak with dental students and view the facilities Students will be notified directly by each dental school as to their admission status Students may be accepted, rejected, or placed onto an alternate list Those applicants placed on an 11 alternate list may receive notification of acceptance anytime up to the start of classes The American Association of Dental Schools (AADS) recommends that dental schools wait until December before notifying applicants of their acceptance APPLICATION COSTS: Dental school application costs can be substantial Some current costs and estimates are listed below; all are subject to change DAT registration AADSAS application Dental school application fee Deposit if accepted Official transcripts Interview travel expenses $170 (scores sent to schools, each additional school is $5) $195 (1 school, each additional school is $60) $50 - $100 $100-$1000 $4 (1 copy) $400 (1 school, flight, lodging) PREDENTAL ADVISORY BOARD The Northern Michigan University Predental Advisory Board is comprised of two practicing dentists and three Northern Michigan University faculty members The Board oversees the predental program, offers advice to predental students, interviews dental school applicants, and prepares a written letter of evaluation for the dental schools Board members arrange for student visits with dentists so that students can learn first hand about the practice of dentistry Board members also provide advice concerning the application process, and speak to predental students about various aspects of dentistry LETTER OF EVALUATION: Perhaps the most important activity of the Board for predental students is the writing of the letter of evaluation At the request of the student, the Board conducts a personal interview with the student, usually soon after the DAT results are known Following the interview, the Board evaluates and ranks the applicant using the scale of “Superior”, “Very Good”, “Good”, “Poor”, and “Do-Not-Recommend.” This rating is included in the letter of evaluation written by the Board BOARD INTERVIEW: The purpose of the Board interview is to assess the suitability of the predental applicant for a career in dentistry The Board considers such factors as DAT scores, GPA, rigor of the undergraduate program, credit hour load per semester, the applicant's knowledge of the career of dentistry, letters of reference from teachers and other persons, and demonstrated leadership ability and other personal qualities Typically the interview lasts about 30 minutes After the interview, the predental advisor holds a personal conference with the student and reviews the Board's findings The Board letter is shared with the student, and it is the student's decision whether the letter is sent to the dental schools Dental schools to which Northern Michigan University students typically apply are aware of the Board and the letter of evaluation prepared by the Board The Board has a well-earned reputation for integrity and good judgment, with the result that admission committees place a good deal of confidence in the Board letter 12 Predental applicants from Northern Michigan University may dispense with the Board when applying to dental school However, the applicant may be at a disadvantage because dental schools are aware of the Board and may question the absence of the Board letter of evaluation University of Michigan School of Dentistry Northern Michigan University Predental Students Accepted into Dental School Since 1957 1964 Curtis Hendrickson University of Michigan School of Dentistry John M Jacobson University of Michigan School of Dentistry Bruce S Moln University of Michigan School of Dentistry 1965 Michael Cochan University of Michigan School of Dentistry Earl E Gaball, Jr University of Michigan School of Dentistry Michael T Goupil University of Michigan School of Dentistry 1957 Edward W Kuivinen University of Michigan School of Dentistry Donald M Peterson University of Michigan School of Dentistry 1958 Ronald J Doyle University of Michigan School of Dentistry Ernest LaRoue University of Michigan School of Dentistry 1960 Patrick T Kelly University of Michigan School of Dentistry Arthur L Kontio University of Michigan School of Dentistry 1961 Philip P Corneliuson University of Michigan School of Dentistry James R Harding University of Michigan School of Dentistry Terrance J Kelly University of Michigan School of Dentistry Don L Selmo University of Michigan School of Dentistry 1962 Arthur Brown 1966 Paul J Agneburg University of Michigan School of Dentistry 1967 John O Beldo University of Michigan School of Dentistry Terry O Brown University of Michigan School of Dentistry Dwight J Johnson University of Michigan School of Dentistry Richard A Peura University of Michigan School of Dentistry 1968 Alvin H Green University of Michigan School of Dentistry Dennis Laine University of Michigan School of Dentistry 1969 13 Calvin Waisanen University of Michigan School of Dentistry 1971 Rodney Grambeau, Jr University of Michigan School of Dentistry John Jackson University of Michigan School of Dentistry Michael Kosovec University of Michigan School of Dentistry Michael Orhanen University of Michigan School of Dentistry Baron Whateley University of Michigan School of Dentistry Dan W Collins University of Michigan School of Dentistry Richard S Williams University of Michigan School of Dentistry 1973 Robert A McElhinney University of Michigan School of Dentistry Chris E Ritter University of Michigan School of Dentistry 1974 Kathy Hoppe University of Detroit School of Dentistry School of Dentistry 1979 Peter Belpedio University of Michigan School of Dentistry Monica Fisher University of Michigan School of Dentistry 1980 Peter Belpedio University of Michigan School of Dentistry Monica Fisher University of Michigan School of Dentistry Rick Kavorick Northwestern University Dental School 1981 Peter A Garchow University of Michigan School of Dentistry Steven P Klinker University of Texas Health Science Center, San Antonio, Dental School Mark E Wolowiec University of Detroit School of Dentistry 1982 Kristy L Beck University of Michigan School of Dentistry Mark Johnson University of Michigan School of Dentistry Peter E Marana University of Detroit School of Dentistry Bruce Carlyon University of Michigan School of Dentistry 1976 Dean Carlyon University of Michigan School of Dentistry 1977 Robert Harrison University of Michigan School of Dentistry Larry Bates University of Michigan School of Dentistry 1978 John R Moriarity University of Michigan School of Dentistry Mark G Summersett University of Michigan 1983 Kevin S Bone University of Michigan School of Dentistry Karen Boyle University of Michigan School of Dentistry Donald Kwarciany Marquette University School of Dentistry Rhonda C Lamberg University of Michigan School of Dentistry Stephen V Lupini University of Detroit 14 School of Dentistry Susan Micklow University of Michigan School of Dentistry Richard A Skowronski Marquette University School of Dentistry Brian R Summers Baylor College of Dentistry, Texas Northwestern University School of Dentistry Eric LaRoue University of Michigan School of Dentistry Mark Levelius Marquette University School of Dentistry Joe Smolarz University of Detroit School of Dentistry 1987 Bruce Erickson University of Michigan School of Dentistry Barry Jacobs University of Minnesota School of Dentistry Michelle Lancour Ohio State University College of Dentistry 1988 Steve Flath University of Michigan School of Dentistry 1989 Ronald Fisher University of Michigan School of Dentistry Greg LaFayette University of Michigan School of Dentistry 1990 No Applicants 1991 Robert Scott Sheperd University of Michigan School of Dentistry 1984 D.M Bonnanni-Ratner Tufts University, School of Dental Medicine Kevin M Kane Marquette University School of Dentistry Mark T Makela University of Michigan School of Dentistry Christopher Maki University of Michigan School of Dentistry Stephen M Pitmon University of Minnesota School of Dentistry James Sobolewski Marquette University School of Dentistry Karen Stevens University of Michigan School of Dentistry Thomas Teenier University of Michigan School of Dentistry Stephen R Wissler University of Michigan School of Dentistry 1985 Troy Clausen Marquette University School of Dentistry Cynthia Paquette Marquette University School of Dentistry Bruce Vande Berg University of Michigan School of Dentistry 1986 Daniel Ankoviak University of Michigan School of Dentistry Randy Bogaudo University of Michigan School of Dentistry William Gaston 1992 Cynthia Franssen University of Michigan School of Dentistry 1993 No Applicants 1994 Bill Anderson University of Detroit Mercy School of Dentistry Juliet Hoffman University of Michigan School of Dentistry 15 Jessie Hronkin University of Detroit Mercy School of Dentistry 2001 Heather Adiska University of Michigan School of Dentistry Matt Gaball University of Detroit Mercy School of Dentistry Mindy LaBelle University of Michigan School of Dentistry Jason Merrithew University of Detroit Mercy School of Dentistry 1995 Jeff Bleile University of Michigan School of Dentistry Brett Goymerac University of Michigan School of Dentistry Carla Skaates University of Michigan School of Dentistry 1996 Nikole Adamson University of Michigan School of Dentistry Bradley Henson University of Michigan School of Dentistry John Klooster University of Michigan School of Dentistry 2002 No Applicants 2003 Gwen Buck University of Michigan School of Dentistry 2004 Maija Elmblad Marquette University School of Dentistry Michelle Olli University of Detroit Mercy School of Dentistry John Papadapolous University of Detroit Mercy School of Dentistry 2005 Brian Anderson University of Detroit Mercy School of Dentistry Ron Carmody University of Michigan School of Dentistry Aaron Pfaff University of Detroit Mercy School of Dentistry 2006 Chelsea Selin Marquette University School of Dentistry Angela Spigarelli University of Michigan School of Dentistry Dara Tasson University of Michigan School of Dentistry 1997 No Applicants 1998 Jason Cooke University of Michigan School of Dentistry 1999 Aaron Boucher University of Detroit Mercy School of Dentistry Mark Carl University of Michigan School of Dentistry Cindy Murry Ohio State University College of Dentistry 2000 Jason Hehr Medical University of South Carolina School of Dentistry Krista Ison Marquette University School of Dentistry Chris Seppi Marquette University School of Dentistry Jane Stieber University of Michigan School of Dentistry 16 17 ... University Predental Handbook has evolved with the help of the Predental Advisory Board and through the contributions made by former predental advisors in previous editions INTRODUCTION This handbook. .. for admission to dental school during the same application cycle Students must wait 90 days before they can re-take the test The application fee for the DAT is $170 PREPARING FOR THE DAT: Before... preparing for the Dental Admission Test, the costs of a dental education, and how and where to apply for admission to dental school IMPORTANT SOURCES OF INFORMATION: All predental students should