Course Coordination

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. 

Click here for the latest Course Coordinator Roster

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

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 mid-semester 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

Course Approvals

(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.

Actions needed:

Course Content

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.

Actions needed:

Syllabus and Course Schedule

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.

Actions needed:

  • Create or modify syllabus based upon course goals identified using the CVM syllabus template
  • 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).

Instructional Design

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 ([email protected]). See the FAQ section for student needs.

Laboratories

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.

Action items:

  • 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 protected]) 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; [email protected]).
    • 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 protected])
  • 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 [email protected] regarding needed supplies, equipment and technician support needed.
  • Follow up with any IACUC requests for protocol changes, clarifications and personnel training needs.

Scheduling and Integration Meetings

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.

Actions needed:

  • 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 protected]).
    • 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.

UMN DVM Curriculum

Forms and Policies

Student Access to Course Material & Moodle/Canvas Setup

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.

Action items:

  • Create a Canvas site (Kristy Lashbaugh ([email protected]) will create Canvas sites for VCS courses; VPM and VBS coordinators should contact Ryan Rupprecht for assistance in creating or replicating sites([email protected])
  • Ensure the following information is on each site:
    • Syllabus
    • Schedule
    • 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 [email protected]).
  • Send booklists to Vet Med librarian, Andre Nault ([email protected]) (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).

Instructor Support

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.

Action items:

  • 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 [email protected]).
  • 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.

Course Management

Timeline: day 1 and continuing through the semester

Goal: Ensure any issues are resolved quickly.

Action items:

  • 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 mid-semester evaluations (if any); contact Peggy Root Kustritz if questions ([email protected]).
  • Respond to instructor and student concerns as needed.

Exam Management

Timeline: 2-4 weeks to any examination and continuing

Action items:

  • 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

Timeline: ongoing

Goal: Continuous improvement!

Action items:

  • Determine if you want CIQs performed (Appendix VII).
  • Review mid-semester evaluations 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.

Appendix I Course content resources

Course Syllabi on Google Drive

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!

Avian Dermatology
Cardiovascular Endocrine / Metabolic
Digestive System Infectious Disease
Epidemiology Dx/Testing Lymphoid / Hematology
Lab Animal/ Small Exotics Neurology
Musculoskeletal One Health
Oncology Pharmacology / Anesthesiology
Preventive Medicine Professional Development
Reproduction Respiratory
Surgery and Trauma Urinary

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.

 

Appendix II Policy links and other Resources

Student Handbook and Policies

Forms and Policies (Includes links to:)

      • New course request form
      • Syllabus template
      • Course revision form
      • ALC request form

ALC Information

Attendance Policy

iClicker set up for Canvas

Honor and Conduct Code

Scheduling a room (not needed for regular lectures)

Student Activities Calendar

VetPac (peer coaching)

 

Classroom calendars

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.

 

Appendix III Academic and Student Affairs Primary Contacts

Front desk phone: 612-624-4747

Academic and Student Affairs staff

Topic Name Email
Admissions Committee Violeta Bonneville [email protected]
Admissions interviews Violeta Bonneville [email protected]
Admissions requirements Karen Nelson [email protected]
Active Learning Classroom schedule requests Laurel Zastrow [email protected] 
Class emails Laurel Zastrow [email protected] 
Class reps (student representatives) Amanda Anderson [email protected]
Classroom calendars Darlene Toedter [email protected]
Classroom technology Ryan Rupprecht [email protected]
Commencement Amanda Anderson [email protected]
Course coordinator assistance

Erin Malone

Peggy Root

[email protected]

[email protected]
Course evaluation access/reports Darlene Toedter [email protected]
Course schedule changes Joe Maple [email protected]
Curriculum Committee Joe Douglass [email protected]
Curriculum details (what is taught where) Erin Malone [email protected]
Curriculum management Peggy Root [email protected]
CVM Instructor Development 2.0 Peggy Root [email protected]
Disability accommodations Joe Douglass [email protected]
Education Day Peggy Root [email protected]
Educational support Peggy Root [email protected]
eLearning support

Ryan Rupprecht

Jenna Lachinski

[email protected]

[email protected]
Faculty peer review Peggy Root [email protected]
Grade submission Darlene Toedter [email protected]
Lab splits (splitting students into sections) Erin Malone [email protected]
Lecture Capture (Mediasite) and links Ryan Rupprecht [email protected]
Mid-semester evaluations Peggy Root [email protected]
Midterm deficiencies Joe Maple [email protected]
Canvas assistance

Ryan Rupprecht

Jenna Lachinski

Daniela Vidovic (VBS only)

Kelly Vallandingham (VPM only)

Kristy Lashbaugh (VCS only)

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]
Pre-Vet Student Advisors/Mentors Karen Nelson [email protected]
Recruitment (incl. VetFAST) Karen Nelson [email protected]
Rotations and externships Darlene Toedter [email protected]
Scholarship announcements Amanda Anderson [email protected]
Semester scheduling Erin Malone [email protected]
Student clubs and organizations Amanda Anderson [email protected]
Student Surgery room use/lab support Erin Malone [email protected]
Teaching seminar Peggy Root [email protected]
VCROSS Darlene Toedter [email protected]
Veterinary Career Network (DVM job postings) Amanda Anderson [email protected]
White Coat Ceremony Amanda Anderson [email protected]

Appendix IV Competencies – Entry Level Veterinarian

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