General Resources and Contacts
The CVM Educational Support Group and Academic and Students Affairs personnel can assist directly with syllabi, course design, technology needs, etc. and they can also find you additional resources. Department Chairs/Vice Chairs are the primary support for faculty/instructor related questions and concerns.
Course Coordinator Responsibilities Overview
Prior to Course
For new courses or course revisions: confirm availability of funds and faculty time with Department Chair
- submit a New Course or Major Revision Request Form (signed by Dept Chair or Vice Chair) + syllabus to Academic & Student Affairs
All courses (new, revised, ongoing) with course faculty
- Identify course content and expected course outcomes
- Create a syllabus and course schedule
- Determine the methods of instruction and evaluation to be used
If the course includes laboratories, ensure appropriate resources, rooms and IACUCs
Integrate material (content and timing) across courses
- Work with Erin Malone and Joe Maple to confirm specific class times and rooms
- Attend meetings to balance content, projects and exams across courses in the same semester
- Ensure content fits vertically in the curriculum (with prior material and subsequent course needs)
Ensure student access to course material through a Moodle/Canvas site and syllabus repository
Confirm that all faculty/instructors/staff have the final dates and times for their classes
During the Course
- Check in with faculty/instructors (particularly from other departments) re: their class time within the week before the scheduled class
- Ensure that course materials for each class are posted at least 4 days before the class and that students have access to course materials
- Include lecture capture links (Ryan Rupprecht)
- Provide assistance and direction to course instructors as needed
- Monitor course progression and manage any issues that develop during the semester
- Request CIQs (midcourse evaluations) if desired (Peggy Root)
- Oversee examinations and grading
- Review examination/assessment results to determine if any modification of grades is warranted
- Submit midterm deficiencies (Joe Maple) and final grades (Kristy LashbaughVCS, Darlene Toedter-VPM, VBS)
Following the Course
Review feedback from students, instructors and, if provided, CCEP
Revise the course as needed to improve teaching quality, address financial constraints, and adjust instructors based on feedback
Work with CCEP reviewers to provide materials for regularly scheduled course reviews
Course Coordinator Responsibilities
(For new courses or significantly revised courses only)
Timeline: at least 5 months prior to the start of the semester
Goal: Ensure the course is in alignment with curricular goals and that the department is aware of faculty efforts.
If the course is new, has significant changes in content and/or changes in course classroom hours, laboratories or activities, the course information needs to be approved prior to official scheduling. Information on the exact deadline will be sent to new course coordinators by CCEP. Please contact Academic and Student Affairs (ASA) with any questions.
Timeline: at least 5 months prior to the start of the semester
Goal: Review the course material to ensure the content is at the appropriate level for the placement of the course within the curriculum and is providing students with necessary information and/or skills for later courses and for successful careers in veterinary practice.
- Consult with Department Chairs/Vice Chairs and CCEP if you have general questions regarding the purpose of the course
- See Appendix IV for competencies by year
- See UMN DVM Curriculum - other courses
- See Appendix I – Course Content Resources
- Consult with instructors and review previous course evaluations
- Confirm course goals and learning objectives
Timeline: 4-5 months prior to the start of the semester
Goal: Enable review of the course at a curricular level and ensure appropriate time in the student schedule for course activities. The syllabus is a contract with the students. Google calendar is the primary schedule for all classes.
- Create or modify syllabus based upon course goals identified using the CVM syllabus template (Forms and Policies)
- Identify instructors or needed instructor changes through discussions with Department Chair/Vice Chair
- Solicit instructor input on syllabus content and any desired course changes
- Introduce new instructors to the course goals, format, and particular plans for the semester and/or discuss any changes you are planning to make with all instructors
- Solicit learning objectives for each class session from all instructors for inclusion in the syllabus (syllabus should contain overall objectives; it does not need to contain objectives for each class period)
- Create an initial course schedule based on optimum content order, including hours required for lectures, laboratories and exams
- Identify room or space needs for each item in the schedule (the regular classroom will be reserved if no particular room is specified)
- Include Rm 104 in your plans; it will be scheduled for you if no conflicts.
- Identify scheduling restrictions based upon instructor clinical responsibilities, annual meetings and other needs
- Send information to Joe Maple and Erin Malone (generally requested by August 1 or April 1)
- If necessary, include time for a course introduction for explanation of laboratories, examinations, and other activities (this may be part of another lecture) and any planned pre/post exam reviews
- Work with Erin Malone to identify best times for exams and project due dates (avoiding high stress weeks).
Based on course learning objectives determine how content will be presented (lecture / small group discussion / team-based learning, etc.) and consider what assignments and assessments will best permit students to meet these learning objective. Contact CES for support (firstname.lastname@example.org). See the FAQ section for student needs.
Timeline: at least 8 weeks prior to any laboratory in the course
Goal: Ensure participant safety and regulatory approvals for any live animal laboratories and discuss needed resources (people, animal, timing, etc.) for laboratories with laboratory staff.
- Ensure appropriate funding by discussing any changes with Dept Chair/Vice Chair.
- Review the course schedule for any laboratories with potential health or safety risks and work with the collegiate health/safety committee (email@example.com) to mitigate any risks.
- If you have any laboratories involving live animals (including the purchase of animals that are later euthanized for the laboratory), these must be covered by an IACUC protocol (animal care and use approval; firstname.lastname@example.org).
- Most courses develop their own IACUC protocols; Clinical skills courses are covered under umbrella IACUC protocols; it may be possible to just submit an addendum (email@example.com)
- If you have an IACUC protocol, review the content with your laboratory coordinators to ensure no changes are needed and/or are submitted for IACUC review.
- Ensure each laboratory has a faculty coordinator and discuss faculty staffing with your Department Chair/Vice Chair.
- Determine what resources are needed for the laboratories:
- For most courses, students are split into laboratory sections by ASA and Erin Malone to balance the laboratory sections across the semester. Please send any requests to Erin.
- Identify live animal/cadaver needs and contact Erin Malone to verify availability
- Email firstname.lastname@example.org regarding needed supplies, equipment and technician support needed.
- Follow up with any IACUC requests for protocol changes, clarifications and personnel training needs.
Timeline: approximately 4 months prior to the start of the semester
Goal: Create a master semester schedule that is replicated annually and that meets the learning needs of the students.
- Attend course coordinator meetings and/or 1:1 meetings with the Curriculum Coordinator (Erin Malone) and ASA Scheduler (Joe Maple).
- Develop an overall schedule, ensuring appropriate timing of material across courses and reasonable exam placement.
- Review each draft of the course schedule on Google calendar to ensure it is accurate in terms of needed lecture, laboratory and discussion hours and has the appropriate number and placement of examinations; Respond in a timely manner if any changes are needed.
- TESTS, QUIZZES AND PROJECTS SHOULD NOT BE MOVED OR ADDED WITHOUT PRIOR CONSULTATION WITH ERIN MALONE.
- Tests are carefully aligned throughout the semester and in relation to laboratories; adding quizzes or tests after the schedule is set adds tremendous stress to students due to repercussions on other events.
- Ensure any separate laboratory coordinators also review the schedule draft.
- Assign instructors to the time slots and ensure they are available for those times.
- Alert the scheduler and curriculum coordinator of any issues (They can help with finding options and will make adjustments to the official calendar).
- Review location of each time slot (classroom, laboratory space, etc.) and submit revisions to the scheduler (Joe Maple email@example.com).
- PLEASE NOTIFY JOE MAPLE ASAP OF ANY INTENDED CHANGES TO THE CALENDAR.
- Content integration: Identify content areas in your course that might be improved by adding in discussion or assignments using material from another course in the same semester. Contact Erin Malone for assistance in organizing a meeting or topic.
Timeline: 1-2 months prior to the start of the semester
Goal: Ensure students have resources needed for proper learning, including electronic notes and instructor access.
- Create a Canvas site (Kristy Lashbaugh (firstname.lastname@example.org) will create Canvas sites for VCS courses; VPM and VBS coordinators should contact Ryan Rupprecht for assistance in creating or replicating sites(email@example.com)
- Ensure the following information is on each site:
- Lecture capture links (see Ryan Rupprecht if questions)
- Determine if any faculty wish to opt out of Lecture Capture
- Lecture and laboratory materials, including appropriate attire and supplies for laboratories
- Send updated syllabi and schedules to instructors and to ASA (Darlene Toedter firstname.lastname@example.org).
- Send booklists to Vet Med librarian, Andre Nault (email@example.com) (This information will be posted on the CVM library website along with information regarding library resources; Andre can also help find eBooks or get copyright permission to create electronic versions of selected chapters).
Timeline: 1-2 months prior to the start of the semester and continuing
Goal: Ensure instructors are able to provide their information to you and to students in a timely fashion.
- Ensure instructors are aware of the process for posting/reviewing materials on the Canvas site and for projects, assignments and exams (deadlines for questions, type of questions, availability during examinations, etc).
- Oversee timely uploading of materials to the Canvas site.
- Determine availability of office hours and/or pre/post-test reviews.
- Direct instructors to resources for Canvas quiz creation, learning guides, lecture design, etc. (Generally this will be the CVM Educational Support Group at firstname.lastname@example.org).
- Direct instructors to Google Drive to identify related content in other courses.
- If 104 or student surgery is needed and not yet reserved, please contact Academic & Student Affairs (104) or Erin Malone (student surgery); Appendix II.
Timeline: day 1 and continuing through the semester
Goal: Ensure any issues are resolved quickly.
- Work with faculty to ensure they have the class times on their calendars and alert you if emergency absences.
- Ensure the Canvas site is visible to the students and resources are posted for the coming week.
- Determine a plan for CIQs/midcourse evaluations (if any); contact Peggy Root Kustritz if questions (email@example.com).
- Respond to instructor and student concerns as needed.
Timeline: 2-4 weeks to any examination and continuing
- For students with accommodations, work with ASA to meet those needs.
- Collect and review examinations to ensure questions fit course objectives; Adjust as needed
- Oversee exam compilation, printing, dissemination and administration; Ensure exams are staffed appropriately for student questions and proctoring.
- Ensure online exams open and close at appropriate times.
- Submit missed exam forms to ASA as needed (Appendix II).
- Review exam metrics to determine if adjustments are needed to scores (e.g. questions with multiple correct answers or alternate interpretations).
- Ensure students receive grade information in a timely fashion and are able to review the exam questions.
- Review midterm grades and notify ASA (Joe Maple) of any failing students.
- Review final grades and send to ASA for submission within 48 hours of the final or by the last day of finals week.
Course Review and Revisions
Goal: Continuous improvement!
- Determine if you want CIQs performed (Appendix VII).
- Review CIQs and student and course evaluations.
- Ensure all instructors have access to the course evaluations and are reviewing their instructor evaluations.
- Discuss any desired or needed changes with course instructors and Department Chairs/Vice Chairs.
- Respond to CCEP requests for course review and revision plans.
Course content links (searchable by topic, drug, disorder, etc) collected from course notes over the past 3 years. Contact instructor or Erin Malone if you need originals. Content may be up to 3 years old. Please share with instructors!
To use these : open in your drive and save wherever you want. They should then be searchable! If you have already moved these to your drive in the past, you may want to delete the old folders before moving these over.
Forms and Policies (Includes links to:)
- New course request form
- Syllabus template
- Course revision form
- ALC request form
Scheduling a room (not needed for regular lectures)
- AnSciVM-125 VetMed ASA - 1st year classroom and schedule
- AnSciVM-135 VetMed ASA - 2nd year classroom and schedule
- BPomCtr-215 VetMed ASA - 3rd year classroom and schedule
- 104 AS/VM Active Learning Laboratory
These are public calendars in Google so you will be able to locate and subscribe to them as long as you are logged into Google/Gmail with your U of M email address. To add the calendars to your Gmail account, click on the calendar links above, and then click on the "+Google Calendar" button in the bottom-right corner of the screen when the calendar opens.
Front desk phone: 612-624-4747
|Admissions Committee||Violeta Bonnevillefirstname.lastname@example.org|
|Admissions interviews||Violeta Bonnevilleemail@example.com|
|Admissions requirements||Karen Nelsonfirstname.lastname@example.org|
|Active Learning Classroom schedule requests||Laurel Zastrowemail@example.com|
|CIQs / Mid-semester evaluations||Peggy Rootfirstname.lastname@example.org|
|Class emails||Laurel Zastrowemail@example.com|
|Class reps (student representatives)||Amanda Andersonfirstname.lastname@example.org|
|Classroom calendars||Darlene Toedteremail@example.com|
|Classroom technology||Ryan Rupprechtfirstname.lastname@example.org|
|Course coordinator assistance||
|Course evaluation access/reports||Darlene Toedteremail@example.com|
|Course schedule changes||Joe Maplefirstname.lastname@example.org|
|Curriculum Committee||Joe Douglassemail@example.com|
|Curriculum details (what is taught where)||Erin Malonefirstname.lastname@example.org|
|Curriculum management||Peggy Rootemail@example.com|
|Disability accommodations||Joe Douglassfirstname.lastname@example.org|
|Education Day||Peggy Rootemail@example.com|
|Educational support||Peggy Rootfirstname.lastname@example.org|
|Faculty peer review||Peggy Rootemail@example.com|
|Grade submission||Darlene Toedterfirstname.lastname@example.org|
|Lab splits (splitting students into sections)||Erin Maloneemail@example.com|
|Lecture Capture (Mediasite) and links||Ryan Rupprechtfirstname.lastname@example.org|
|Midterm deficiencies||Joe Mapleemail@example.com|
Daniela Vidovic (VBS only)
Kelly Vallandingham (VPM only)
Kristy Lashbaugh (VCS only)
|Pre-Vet Student Advisors/Mentors||Karen Nelsonfirstname.lastname@example.org|
|Recruitment (incl. VetFAST)||Karen Nelsonemail@example.com|
|Rotations and externships||Darlene Toedterfirstname.lastname@example.org|
|Scholarship announcements||Amanda Andersonemail@example.com|
|Semester scheduling||Erin Malonefirstname.lastname@example.org|
|Student clubs and organizations||Amanda Andersonemail@example.com|
|Student Surgery room use/lab support||Erin Malonefirstname.lastname@example.org|
|Teaching seminar||Peggy Rootemail@example.com|
|Veterinary Career Network (DVM job postings)||Amanda Andersonfirstname.lastname@example.org|
|White Coat Ceremony||Amanda Andersonemail@example.com|
These competencies reflect instruction in the core didactic and clinical curriculum. Other coursework, including rotations, is required by track to ensure student achievement of competencies unique to that species or discipline (not included here). Competencies may be listed in a year after training starts. This list of competencies was generated by focus groups of faculty in the College. Clinical skills on the Universal Skills List were generated by focus groups of faculty and validated by a survey of practitioners from the MVMA.
By the end of YEAR ONE, the student will demonstrate ability to:
|KNOWLEDGE AND NON-TECHNICAL SKILLS||TECHNICAL SKILLS|
|Use knowledge of basic sciences||Perform basic safe animal handling and restraint|
|Use knowledge of preventive medicine||Perform basic components of a physical examination|
|Recognize welfare issues and animal abuse||Perform basic diagnostic tests|
|Identify; critically analyze including content, study design, and statistics; and use sources of current knowledge||Perform basic surgical skills|
|Communicate appropriately with others within and outside of the profession (clinical communications, ethics)||Perform basic medical therapies|
|Manage themselves and be aware of risks inherent to the profession including conflict of interest, addiction, and debt||Perform at least 25 skills from the Universal Skills List|
|Demonstrate knowledge of various career paths available to individuals with veterinary training|
By the end of YEAR TWO, the student will demonstrate ability to:
|Recognize abnormal gross anatomy and understand descriptions of abnormal microscopic anatomy||Perform basic safe animal handling and restraint|
|Use knowledge of common infectious agents including viruses, bacteria, and parasites||Perform a more complete and consistent physical examination|
|Interpret diagnostic test results||Perform diagnostic tests|
|Use knowledge of basic pharmacology and toxicology||Perform surgical skills / therapies|
|Restrain and examine, and manage common disorders of birds and non-traditional pets||Perform medical therapies|
|Self-select appropriate continuing education||Perform at least 25 skills from the Universal Skills List|
By the end of YEAR THREE, the student will demonstrate ability to:
|Use knowledge of medical disorders in core species||Perform basic safe animal handling and restraint|
|Use knowledge of surgical disorders in core species||Perform complete and consistent basic and specialty physical examinations|
|Use knowledge of specialty-related disorders in core species||Perform diagnostic tests|
|Recognize animal pain and design and implement a plan for pain management||Perform surgical skills / therapies|
|Select appropriate fluids and plan fluid therapy||Perform medical therapies|
|Communicate with clients (history-taking, client communications, difficult conversations)||Perform maintenance care|
|Understand principles of practice management||Perform emergency and anesthetic skills|
|Perform at least 25 skills from the Universal Skills List|
By the end of YEAR FOUR, the student will demonstrate ability to:
|Correlate knowledge of disease mechanisms with history and physical examination findings||Perform and record a systematic necropsy|
|Create a problem list, list of differential diagnoses, and patient-specific diagnostic and treatment plans||Perform basic safe animal handling and restraint|
|Diagnose and manage common medical disorders||Perform complete and consistent basic and specialty physical examinations|
|Diagnose and manage common surgical disorders||Perform diagnostic tests|
|Diagnose and manage common emergencies||Perform surgical skills / therapies|
|Triage||Perform medical therapies|
|Recognize when humane euthanasia is warranted||Perform maintenance care|
|Apply principles of clinical pharmacology (withdrawal times, dosing, maintenance of a log for controlled substances, legal requirements for prescription and dispensing)||Perform emergency and anesthetic skills|
|Communicate in written and verbal formats (legally defensible medical record, necropsy reports, summary of patient information, client and rDVM communications, communicating plans that are economically feasible for the owner)|
|Explain risk factors for disease and principles of preventive medicine to clients (vaccinations, parasite control, reproduction control, nutrition)|
|Apply evidence-based medicine|
|Consult with specialists or refer as appropriate|
|Collect, prepare, and submit diagnostic samples|
|Identify animals requiring isolation and manage animals in an isolation setting|
|Create and implement a protocol for general anesthesia including appropriate pre-anesthetic evaluation and intraoperative monitoring|
|Make appropriate recommendations for case followup including ongoing care and recheck recommendations|
|Act within practice, legislative, animal welfare, regulatory, ethical, and health/safety requirements|
|Describe management of animal waste, carcasses, and by-products|
|Recognize clinical signs and know regulatory management of foreign animal diseases and reportable diseases|
|Use principles of epidemiology to investigate and manage disease outbreaks|
|Use knowledge of food safety principles including biosecurity and antibiotic resistance|
|Function as a veterinary professional in attitude, acceptance of responsibility, teamwork, appropriate attire including personal protective equipment, care of equipment, and strict attention to patient care and safety|