PREMEDICAL ADVISORY COMMITTEE UPDATE APPLICATION PART II

Activities Grid: Work/Activities

Please list the extracurricularactivities, work, and volunteer experiences (e.g. clubs, athletics, community service, jobs, research, church activities, music studies, performance, etc) in which you have participated during and after college. Include offices held, extent of involvement, and/or programs worked on. Please use one row per activity – do not feel obligated to use all pages provided unless necessary. Please type one of the following under Experience Type for each Activity: Paid Employment – not Military; Paid Employment – Military; Community Service/Volunteer – not Medical; Community Service/Volunteer – Medical; Research/Lab; Teaching/Tutoring; Honors/Awards/Recognitions; Conferences Attended; Presentations/Posters; Publications; Extracurricular/Hobbies/Avocations; Leadership – not Listed Elsewhere; Other; Intercollegiate Athletics; Artistic Endeavors.Please list in reverse chronological order.

To/From Dates
(Month+Year) / Activity/Organization/
Employer Name / Experience Type / Leadership Positions (include dates) / Paid
Yes/no / Avg.
Hours/Week / Experience Description
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Activities Graph I: The College Years

Instructions: In the table below, graph your activities during your undergraduate college years by putting an X in the terms when you engaged in the activity. Type the name of the activity in the first column. Please list activities chronologically by start date. If your activity lasted a short period of time, mark an X in the column that most closely represents that time period. Please try to be comprehensive so we can see all the things you did for each term and summer. (Note: everything that appears in your Activities Grid, should also appear here.) For example, Mary was on the basketball team the fall and spring semesters of her Junior year. That following summer, in July, she played in an orchestra at a summer camp.Mary’s graph would look like this:

Activity / Fall 1st Yr / Spr 1st Yr / Sum 1st Yr / Fall Soph Yr / Spr Soph Yr / Sum Soph Yr / Fall Jun Yr / Spr Jun Yr / Sum Jun Yr / Fall Senior Yr / Spr Senior Yr / Summer after graduation
Basketball / x / x
Orchestra / x
Activity / Fall 1st Yr / Spr 1st Yr / Sum 1st Yr / Fall Soph Yr / Spr Soph Yr / Sum Soph Yr / Fall Jun Yr / Spr Jun Yr / Sum Jun Yr / Fall Senior Yr / Spr Senior Yr / Summer after graduation

Activities Graph II: Post Graduate Years

Instructions: In the table below, graph your activities after graduation from Grid II above by putting an X in the terms when you engaged in the activity. Type the name of the activity in the first column. Please list activities chronologically by start date. If your activity lasted a short period of time, mark an X in the column that most closely represents that time period.

Activity / Summer after graduation / Fall 1yr post / Spring 1yr post / Sum 1 yr post / Fall 2 yr post / Spr 2nd yr post / Sum 2nd yr post / Fall 3rd yr post / Spr 3rd yr post / Sum 3rd yr post / Fall 4th yr post / Spr 4th yr post

1)Using the space provided, please choose two of your most meaningful experiences and explain their impact on you. Please also reflect on how they’ve helped you develop two or more of the Interpersonal Competencies OR two or more of the Intrapersonal Competencies listed in Appendix A. Your response should be approximately one to two pages in length, double spaced. (Note: if your most meaningful experiences have not changed, you may resubmit what you wrote last year.)

UPDATE STATEMENT

2)Please provide an update on what you have been doing since your last PAC Application. Be sure to include updated work/school/research experiences, personal growth, and how you think you have changed as an applicant. Also include any plans that you may have for the coming year. Your response should be about one to two pages in length, double spaced.

3)Please copy and paste an updatedresume here:

APPENDIX A

Interpersonal Competencies:

Service Orientation: Demonstrates a desire to help others and sensitivity to others’ needs and feelings; demonstrates a desire to alleviate others’ distress; recognizes and acts on his/her responsibilities to society; locally, nationally, and globally.

Social Skills: Demonstrates an awareness of others’ needs, goals, feelings, and the ways that social and behavioral cues affect peoples’ interactions and behaviors; adjusts behaviors appropriately in response to these cues; treats others with respect.

Cultural Competence: Demonstrates knowledge of socio-cultural factors that affect interactions and behaviors; shows an appreciation and respect for multiple dimensions of diversity; recognizes and acts on the obligation to inform one’s own judgment; engages diverse and competing perspectives as a resource for learning, citizenship, and work; recognizes and appropriately addresses bias in themselves and others; interacts effectively with people from diverse backgrounds.

Teamwork: Works collaboratively with others to achieve shared goals; shares information and knowledge with others and provides feedback; puts team goals ahead of individual goals.

Oral Communication: Effectively conveys information to others using spoken words and sentences; listens effectively; recognizes potential communication barriers and adjusts approach or clarifies information as needed.

Intrapersonal Competencies:

Ethical Responsibility to Self and Others: Behaves in an honest and ethical manner; cultivates personal and academic integrity; adheres to ethical principles and follows rules and procedures; resists peer pressure to engage in unethical behavior and encourages others to behave in honest and ethical ways; develops and demonstrates ethical and moral reasoning.

Reliability and Dependability: Consistently fulfills obligations in a timely and satisfactory manner; takes responsibility for personal actions and performance.

Resilience and Adaptability: Demonstrates tolerance of stressful or changing environments or situations and adapts effectively to them; is persistent, even under difficult situations; recovers from setbacks.

Capacity for Improvement: Sets goals for continuous improvement and for learning new concepts and skills; engages in reflective practice for improvement; solicits and responds appropriately to feedback.