Completed
The reported action has been carried out.
Under Review
The appropriate office is considering the issue and/or gathering information.
In Progress
A decision or improvement is being implemented.
Closed
No change. The request was reviewed, but no change is planned. A general explanation is provided when appropriate.
| Date Received | You Said (Summary) | We Did (Current Response) | Status |
|---|---|---|---|
| 07/20/26 10/21/26 10/22/26 |
Students asked the college to limit AI-generated imagery, especially on public-facing social media, where it can come across as unprofessional or unclear to prospective students and the public (including some posts with formatting errors). Students also raised concerns about AI use in building displays and course materials, and suggested involving students in creating content, such as a photoshoot, so images reflect the real program. | Thank you for sharing your concerns regarding the use of artificial intelligence (AI) within the College of Veterinary Medicine. We recognize that AI is an evolving technology and that its use in academic, administrative, and communication settings raises important questions about appropriateness, authenticity, and effectiveness. In response to feedback received, several conversations and actions have taken place: * Social Media and Marketing: The Dean, Director of Marketing, and Director of Students discussed the college’s social media presence and the use of AI-generated content. Additionally, individual students who raised concerns were contacted to better understand their perspectives and experiences. * Digital Displays and Communications: Within the Office of Student Services (OSS), discussions have taken place regarding the appropriate use of AI-generated content on digital displays and in student-facing communications. Moving forward the office will endeavor to use genuine photos versus AI generated photos. Currently, the entire photo library from the past 14 years is being reorganized and tagged to be used in any photo realistic digitial displays. * Classroom and Academic Use: Information and concerns regarding the use of AI in instructional settings were shared with the Dean’s Executive Leadership Council (DELC) and the Curriculum Committee for awareness and consideration. Individual instructors have be contacted about these concerns. It was expressed to all faculty that if they use AI, they are still ultimately responsible for the content presented. We anticipate that these conversations will continue as AI becomes increasingly integrated into various aspects of academic and organizational life. Our goal is to remain thoughtful about how these technologies are used while remaining responsive to student perspectives and experiences. We would particularly appreciate more specific examples of AI use that students find concerning or inappropriate. If you encounter AI-generated content in college communications, digital displays, social media, or classroom materials that raises concerns, please take a screenshot and submit it through the eSuggestion Box, along with a brief explanation of what you find problematic. Specific examples will help us better understand the concern, evaluate the context, and determine whether changes or additional guidance may be appropriate. Thank you again for bringing this issue forward and for helping us engage in a constructive, ongoing conversation about the responsible use of AI within our college. |
Completed and On-going |
| 07/22/26 | A student asked that the daily class schedule end by 5:00 p.m. at the latest, noting that commuting, meals, rest, and daily study leave little time when days run late. | Thank you for sharing your concerns regarding the length of the daily class schedule and its impact on students’ ability to balance academic responsibilities with personal needs. We recognize that commuting, meals, studying, rest, and other daily responsibilities require time outside of scheduled classroom activities. This feedback was shared with the Associate Dean for Academic Programs, who confirmed that the Office of Academic Programs (OAP) and year coordinators are actively working to maintain a daily class schedule of 8:30 a.m. to 4:30 p.m., with limited exceptions. Additionally, the academic schedule has been intentionally structured to regularly provide students with either a half-day or full day free from scheduled classes on Fridays. This approach is intended to create additional flexibility for independent study, personal responsibilities, appointments, and other activities that contribute to student wellbeing. While occasional academic or scheduling needs may require adjustments beyond these hours, the goal is to provide a consistent and predictable schedule that supports both academic requirements and students’ personal needs. We appreciate students bringing these concerns forward and will continue working with academic leadership to balance the demands of veterinary education with opportunities for students to manage their time and maintain their wellbeing. |
Closed but will be reviewed again during the scheduling of the next academic year. |
| 08/19/26 | It would be amazing if the ARC were open to USU CVM students as soon as we start during fall semesters. We have already paid tuition, so it would be amazing if USU's amenities were open to us prior to the other students getting in 2 weeks later than us. | Thank you for bringing this concern forward. We recognize that veterinary students begin their fall semester earlier than many other USU students and understand the frustration of not being able to access campus recreation facilities when classes are already underway. In response to this feedback, the Office of Student Services contacted Spencer Bitner, Executive Director of USU Campus Recreation, to discuss access to the Aggie Recreation Center (ARC) for students enrolled in programs with nontraditional academic calendars. Mr. Bitner acknowledged the concern and confirmed that similar challenges have affected other student groups beginning classes before the traditional fall semester. He is actively working with the Registrar’s Office to resolve this issue, with the goal of ensuring eligible students have access to the ARC beginning with their first day of classes in Fall 2027. He also clarified that ARC access is tied to enrollment and payment of the applicable student recreation fees. Students enrolled in summer courses who pay these fees have access during the summer semester, while students not enrolled during the summer may purchase a monthly membership. We appreciate this suggestion, as it helped identify an access issue that extends beyond our college and prompted discussions toward a university-wide solution. We will continue coordinating with Campus Recreation as the Fall 2027 changes are implemented to help ensure our students receive access to the facilities and services supported by their student fees. |
Completed- but will follow up with Mr. Bitner before the start of the next academic year. |
| 08/21/26 | I was wondering if it would be possible to get physical clocks in the classrooms? It's hard for some professors to keep track of the time so having a clock in the back or something might help! Thanks, | Thank you for this practical suggestion! We agree that having visible clocks in classrooms can help both faculty and students keep track of time and support more consistent class schedules and transitions. In response to this feedback, clocks have been installed in the Anatomy classroom, VME 201, and VME 169. Installation in VME 101 is still pending. A work order was submitted in early October to install the necessary wiring and electrical outlets in the appropriate classroom locations. The work order has been assigned, and we are following up regularly to ensure the remaining installation is completed. We appreciate you bringing this to our attention. Suggestions like this help us identify simple, practical improvements that make our learning spaces more functional for everyone. |
Completed in Anatomy Lab, VME 169, VME 201. In Progress for VME 101 |
| 08/21/26 | Can we get some toilet seat covers in the women's bathroom pls :) | Thank you for sharing this suggestion regarding the availability of toilet seat covers in the women’s restrooms. The Dean brought this request to Facilities for consideration. Facilities confirmed that disposable toilet seat covers are not a standard amenity provided in classroom buildings across campus and that they do not plan to install dispensers or supply seat covers in the Veterinary Medical Education (VME) building. While we recognize this may not be the outcome you were hoping for, students who prefer a barrier may use strips of toilet paper to cover the seat as an alternative. We appreciate you taking the time to share your suggestion and helping us identify opportunities to improve student comfort and the overall experience within our facilities. |
Closed No Change |
| 08/26/26 11/10/26 |
Multiple submissions have been made requesting that cuter, better, or more modern clothing/accessories/merchandise for the college of veterinary medicine be created/provided. I’m a proud student and want to have fun sweatshirts or t-shirts. Similar to current stuff in the TSC for undergrad | Thank you for this suggestion! We love seeing students take pride in being part of the College of Veterinary Medicine, and we agree that having a wider variety of modern, creative, and appealing apparel and accessories would be a great way to celebrate that connection. While the college currently offers merchandise through an online store, we recognize that additional designs, styles, and product options would be welcome, particularly items similar to the more contemporary apparel available through the USU Campus Store. One of the primary challenges in expanding our merchandise offerings is determining how best to manage the operational responsibilities associated with a broader apparel program, including product design, ordering, inventory management, and distribution. These considerations require coordination and resources to ensure the effort is sustainable. At the moment, producing and managing inventory for the relatively small class size is prohibitive. However, we will continue to work with vendors and the broader campus to identify opportunities. We recommend working with clubs and SAVMA to produce small batches of apparel for individual purchase. We appreciate this feedback and see value in exploring additional options for CVM-branded merchandise. Student input on preferred styles, designs, and products would be especially helpful as we consider what might be feasible in the future. Thank you for sharing your enthusiasm and pride in representing USU Veterinary Medicine! |
Closed No Change |
| 08/27/26 | The lockers upstairs are unlocking with any code put in regardless of if it is the correct code | Thank you for bringing this important concern to our attention. We recognize that students rely on lockers to securely store their personal belongings, and the ability to unlock lockers using incorrect access codes is a concern that needs to be addressed. The Office of Student Services reported the issue to the university’s interior design and facilities representative on August 27, 2026. At that time, we also identified that the college had not received the master controllers necessary to reset and properly manage the locker locking systems. The concern was subsequently shared with the Dean’s Executive Leadership Council (DELC) on September 2. Additional follow-up communications occurred on September 26 and October 5. On October 9, furniture installation personnel returned to the Veterinary Medical Education (VME) building to address outstanding furniture-related issues. During that visit, we were informed that the necessary locker controllers would be ordered from the manufacturer and shipped directly to the college. Unfortunately, an estimated delivery date was not provided. On 11/2 we received 3 of the black controllers. However, to reprogram the lockers it also requires a yellow controller. VCBO was contacted again about the issue. No resolution date was provided. The issue remains unresolved, and we will continue following up until the necessary equipment is received and the locking systems are functioning properly. In the meantime, we encourage students to avoid storing valuables or other sensitive personal belongings in these lockers until their security can be verified. We appreciate your patience and thank you for identifying an issue that affects the security and functionality of our student facilities. |
In Progress |
| 09/03/26 | Would it be a problem to have a college-wide, formal standard of not eating during lecture? It was difficult to focus on the material being taught due to package crinkling/chewing. If we could just keep it to breaks, that would be preferable. | Thank you for sharing this concern. We recognize that distractions such as food packaging, chewing, and other noises during lectures can make it difficult to concentrate, particularly when students are working to understand complex material. University policy generally prohibits eating and drinking in classrooms. However, within the College of Veterinary Medicine, we have taken a more flexible approach in recognition of the exceptionally long days students spend in classroom settings and the limited opportunities they may have to eat between scheduled activities. Rather than implementing stricter enforcement at this time, we are encouraging students to be considerate of those around them and mindful of how their individual actions may affect the learning environment. This includes minimizing noise from food packaging, choosing foods that are less disruptive, and, whenever possible, reserving meals and snacks for scheduled breaks. Our goal is to balance individual needs with our shared responsibility to maintain a respectful and productive learning environment. If eating during lectures becomes a more substantial or persistent disruption, we will revisit the concern and consider whether additional expectations or restrictions are necessary. We appreciate you bringing this forward and encourage all students to demonstrate consideration for their classmates as we work together to create a positive learning environment. |
Closed No Change |
| 09/04/26 | Students reported frequent technical problems in lecture rooms during the first weeks of the semester, including delays at the start of class and moves to different rooms, which reduced lecture and question time. Students asked for faster resolution and more consistent technical support. | Thank you for sharing your concerns regarding classroom technology and the disruptions experienced during the opening weeks of the semester. We recognize that technical difficulties, delayed class starts, and unexpected room changes can interfere with instructional time, limit opportunities for questions and discussion, and create unnecessary frustration for both students and faculty. These concerns were brought to the attention of the Dean’s Executive Leadership Council (DELC) on September 9, 2026, and have been addressed through additional conversations with university technology support personnel. Stephen Campbell, who oversees Classroom Support and Development, has been actively involved in identifying and resolving issues as they arise. Several steps have been taken to improve classroom technology reliability and support: * On-Site Technical Support: Classroom IT support personnel were available in the VME building during the first two weeks of the semester to assist with the transition into our new learning spaces. * Additional Classroom Support: Two embedded student IT facilitators were identified to provide additional assistance with classroom technology needs. * Proactive Technology Checks: Classroom technology personnel were asked to be present in the VME building at the beginning of the morning and afternoon instructional periods (8:30 a.m. and 1:30 p.m.) to help identify and address potential problems before classes begin. * Faculty Training and Preparation: Technology training has been provided to faculty, and instructors continue to be encouraged to arrive at least 10 minutes before their scheduled classes to become familiar with the equipment and resolve potential issues before instruction begins. * Ongoing Troubleshooting: Technical problems have been reported to Classroom Support and Development as they occur, allowing the team to identify equipment-related issues, address system configurations, and provide additional guidance where needed. As the semester has progressed, many of the initial technology challenges appear to have been resolved. We have also learned that some remaining difficulties are related to familiarity with the new classroom systems rather than equipment failures. Continued training and preparation are helping address these challenges. Our expectation is that classroom technology should support instruction, not interfere with it. We will continue working with faculty and university technology personnel to improve reliability, encourage proactive preparation, and minimize disruptions to scheduled instructional time. We appreciate your patience as we continue adjusting to the technology in our new building, and we thank you for helping identify areas where improvements were needed. |
Under Review - ongoing |
| 09/08/26 09/14/26 09/15/26 09/17/26 10/01/26 10/02/26 10/11/26 10/12/26 10/21/26 |
Many students asked for outdoor seating (picnic tables, benches, and, if possible, a covered patio) near the building entrance and grab-and-go area, for lunch, studying, and fresh air. | Thank you to the many students who suggested adding outdoor seating near the Veterinary Medical Education (VME) building. We recognize the value of having comfortable outdoor spaces where students can enjoy lunch, study, socialize, or simply take a break and get some fresh air. Picnic tables, benches, and potentially a covered seating area would be welcome additions to our student spaces. This request was discussed with University Facilities between October 7 and 9, 2026. Facilities informed us that the university is currently working to standardize outdoor furniture selections and purchasing practices across campus. As part of this process, new outdoor furniture purchases have been temporarily postponed. The request was also discussed with the Dean’s Executive Leadership Council (DELC), which recommended revisiting the possibility of outdoor seating in Spring 2027, when we may have greater clarity regarding university purchasing guidelines and available options. While we are unable to move forward with outdoor furniture purchases at this time, the suggestion remains under consideration. We appreciate the strong student interest in creating welcoming outdoor spaces and recognize how these areas can contribute to student wellbeing, community building, and the overall experience within our new building. Thank you for continuing to share ideas that help us make the VME building a more comfortable and inviting place to learn, connect, and recharge. |
In Progress |
| 09/08/26 | Students asked that a newly arrived member of the student support team visit and introduce themselves to each class. | Thank you for this suggestion. We agree that it is important for students to become familiar with new members of the student support team, particularly those providing wellness and mental health services. Building these connections helps students feel more comfortable reaching out for support when needed. This request was shared with our new Wellness Program Lead shortly after her arrival. We intentionally allowed a brief transition period for her to complete required university onboarding and training, receive and configure the computer and specialized software necessary to provide confidential mental health counseling services, and become familiar with the college and her new responsibilities. Once these initial preparations were completed, she reached out to students the following week to introduce herself and begin establishing connections with our student community. We appreciate students’ interest in getting to know the individuals who are here to support them. Creating opportunities for personal introductions and meaningful interactions remains an important part of our approach to making wellness resources accessible, approachable, and welcoming. |
Completed |
| 09/08/26 09/16/26 10/21/26 |
Students asked for more places to study outside regular hours and on weekends, including ID-card access to additional quiet spaces and conference rooms and, possibly, extended or 24-hour access, noting that existing study rooms are crowded. Students also expressed appreciation for the recent opening of additional conference rooms for study. | Thank you for sharing your concerns regarding the availability of study spaces, particularly during evenings and weekends. We recognize that the demanding nature of veterinary education requires flexibility in when and where students can study, and that existing study areas can become crowded during periods of high academic activity. In response to student feedback, the Office of Student Services brought a request to the Dean’s Executive Leadership Council (DELC) to make additional conference rooms available for student study. Three conference rooms (VME 202, 235, and 237) have subsequently been made available for student use from 12:00 p.m. to 10:00 p.m. when they are not reserved for other activities. These rooms provide additional options for individual and group study, with the understanding that scheduled meetings and official college activities take priority. Additional improvements have also been made to support student learning: * Whiteboards: Work orders have been submitted to Facilities for the installation of additional whiteboards to support collaborative studying and group learning. Installation is anticipated within the next one to two weeks. * Flexible Study Furniture: Additional tables have been installed in VME 169. These tables can be rearranged to accommodate different study preferences, including individual work, small-group collaboration, and larger study sessions. We also recognize the interest in expanded building access, including additional ID-card access and potentially longer evening or 24-hour study availability. While these requests involve considerations related to building security, staffing, and facility operations, we appreciate understanding how current access limitations affect students. Our goal is to make the best possible use of available facilities while balancing academic needs, building operations, and security. We appreciate the positive feedback regarding the additional conference rooms and will continue evaluating opportunities to improve access to quiet, comfortable, and functional study spaces. |
Study space - Completed Expanded hours - Completed 24 hour access - denied |
| 09/14/26 09/17/26 09/25/26 10/02/26 10/12/26 10/22/26 |
Students asked for a marked crosswalk across the road near the building, especially from the parking areas, citing safety concerns with daily foot traffic. One student also asked that parking and pedestrian access be planned for a growing student population. | Thank you to the many students who have expressed concerns regarding pedestrian safety and the need for a designated crosswalk near the Veterinary Medical Education (VME) building. We recognize that crossing the road between parking areas and the building is part of the daily routine for many students, faculty, and staff, and we understand the frustration surrounding the absence of a more convenient pedestrian crossing. We want to assure students that the need for a crosswalk was recognized during the original building design and planning process. A designated crossing was included in the initial plans and was not overlooked. However, the placement and installation of a crosswalk involve municipal ordinances, roadway regulations, and long-term transportation planning that extend beyond the college’s direct authority. This concern has been raised repeatedly with USU Facilities, which coordinates with the appropriate city officials and planning entities. Each time additional student feedback is received, we continue forwarding these concerns to Facilities to reinforce the importance of pedestrian safety and accessibility around our building. Safer Pedestrian and Transportation Options While we continue advocating for improved pedestrian access, we encourage students to consider two existing alternatives: * Use the Designated Intersection: Students walking from nearby parking areas are strongly encouraged to use the established intersection approximately 200 yards up the road rather than crossing at an undesignated location. While this requires additional walking time, it provides a safer, sanctioned crossing location. * Park at the Stadium and Use the Campus Bus: Students also have the option of parking in the stadium parking lot and taking the campus bus directly to the designated drop-off location in the north VME parking lot. This option provides convenient access to the building without requiring students to cross the roadway on foot and may be particularly helpful during inclement weather. Planning for Future Growth We also appreciate the broader concern regarding parking availability and pedestrian access as our student population continues to grow. These considerations are important components of long-term campus planning, and we will continue communicating student needs to the university offices responsible for facilities, parking, and transportation planning. We understand that this response may be disappointing, particularly given how frequently this concern has been raised. Although the college cannot independently authorize or install a crosswalk, we remain committed to communicating these concerns to the appropriate decision-makers and advocating for safe, practical access to the VME building. In the meantime, we encourage students to take advantage of the established pedestrian crossing and campus transportation options to help reduce unnecessary safety risks. |
Under Review |
| 09/16/26 09/30/26 |
Students raised concerns about exam length and structure in multi-discipline courses: limited exam time (about one hour per two weeks) may not represent the breadth of material or the longer format of the national licensing exam, some students felt rushed, and a small number of questions in one subject can make a single missed question carry outsized weight toward the 73% mastery requirement. Suggestions included longer exams, additional time, and a review of how points are distributed across subjects. | Thank you for sharing these thoughtful concerns regarding exam length, structure, and the distribution of questions across disciplines in integrated courses. We recognize that students want assessments to accurately reflect their knowledge and understanding of course material while providing sufficient time to demonstrate mastery. The concerns raised regarding exam duration, the breadth of material covered, preparation for longer assessments such as the NAVLE, and the potential impact of individual questions on achieving the 73% mastery threshold are important considerations in assessment design. This feedback has been shared with the Associate Dean for Academic Programs, the Curriculum Committee, and the appropriate course coordinators for their awareness, discussion, and consideration. These individuals and groups are responsible for evaluating assessment practices and determining whether adjustments to exam structure, timing, or question distribution may be appropriate. While no specific changes have been determined at this time, the feedback will remain available to inform ongoing discussions about course coordination, assessment design, and the student learning experience. Any resulting changes to examination practices or course expectations will be communicated directly to students through their course instructors. We appreciate students taking the time to articulate these concerns and offer constructive suggestions. Student perspectives provide valuable insight into how assessment practices function in the learning environment, and this feedback will continue to be considered as courses are reviewed and refined. Thank you for contributing to the ongoing improvement of our academic program. |
Under Review ongoing |
| 09/16/26 10/02/26 10/05/26 |
Students asked to be able to review exams and quizzes after grading so they can learn from mistakes. Students noted that review practices vary by course and suggested options such as in-class review of commonly missed concepts or other structured feedback when full exam release is not possible. | Thank you for sharing your concerns regarding opportunities to review exams and quizzes after grading. We recognize that understanding why an answer was incorrect, identifying gaps in knowledge, and receiving meaningful feedback are important parts of the learning process, particularly in a curriculum that emphasizes mastery of essential concepts. Similar to other feedback regarding examination practices, these concerns provide valuable perspective on how assessments are administered and how students experience the learning process across different courses. Decisions regarding the release of examination materials and opportunities for post-exam review are generally made by individual faculty members. Instructors may use different approaches based on their instructional objectives, assessment methods, and the need to maintain examination integrity. For example, some faculty members reuse examination questions in subsequent assessments or academic years, making unrestricted access to exam materials impractical. However, reviewing an examination does not necessarily require releasing the questions themselves. Alternatives such as discussing commonly missed concepts during class, providing explanations of challenging material, or offering structured opportunities for individual feedback may help students better understand their performance while preserving the integrity of assessment materials. This feedback will continue to inform discussions with academic leadership, the Curriculum Committee, and course coordinators regarding assessment practices and opportunities for meaningful student feedback. While specific review methods remain at the discretion of individual instructors, we encourage students to communicate directly with their faculty members about available opportunities to better understand their assessment performance. We appreciate this suggestion and recognize the importance of balancing faculty discretion, examination security, and students’ need for constructive feedback. Your perspectives help inform ongoing conversations about effective teaching, assessment, and learning within our college. |
Under Review ongoing |
| 09/16/26 10/01/26 |
Students asked for whiteboards in the study rooms to draw out concepts. | Thank you for suggesting the addition of whiteboards in our study rooms. We recognize that whiteboards are valuable learning tools, particularly in veterinary education, where drawing anatomical structures, illustrating physiological processes, and working through complex concepts can enhance individual and collaborative learning. In response to this request, a work order was submitted to University Facilities on October 15, 2026, to install whiteboards in the study rooms. The work order has been assigned, and the necessary whiteboards have been ordered. Installation is currently anticipated during the week of November 16, 2026, pending delivery and scheduling. We appreciate this practical suggestion and are pleased to see it moving toward completion. Improvements like these help make our study spaces more functional and better suited to the learning needs of our students. |
In Progress |
| 09/16/26 09/21/26 10/01/26 |
Students shared concerns about the layout and features of a large lecture room: table arrangement that makes it hard to face the instructor, many windows and screens that are distracting (including activity in the hallway and outside the room during exams), and a movable wall used as a door that cannot be closed from the inside. Students suggested alternate rooms, blinds, a room layout more like a traditional lecture hall, and a handle for the inside of the movable wall. | Thank you for sharing your concerns regarding the layout and functionality of our larger lecture spaces. We recognize that classroom design can significantly influence students’ ability to focus, engage with instructors, and participate effectively in learning activities. Concerns regarding seating arrangements, visual distractions, and room accessibility are important considerations as we continue evaluating how our new facilities support instruction. These concerns were shared with the Dean’s Executive Leadership Council (DELC) and the Curriculum Committee for discussion and consideration. Several aspects of this feedback have been addressed or reviewed: * Classroom Layout and Furniture: Additional tables have been installed in VME 169 to provide greater flexibility in classroom arrangements. Faculty have been informed that tables can be moved and reconfigured to better accommodate the instructional needs of individual courses, including arrangements that improve visibility and student engagement. * Windows and Visual Distractions: Concerns regarding distractions from hallway activity, exterior windows, and surrounding spaces were discussed with DELC. After consideration, the decision was made not to install additional window blinds at this time. * Movable Wall and Room Access: The concern regarding the inability to close the movable wall from inside the classroom has been identified as part of the student feedback. While no specific modification has been confirmed, we recognize the importance of classroom functionality and ease of use. * Alternative Classroom Arrangements: Suggestions regarding the use of alternative lecture spaces and more traditional classroom configurations provide additional perspective for academic scheduling and instructional planning. As we continue using our new building, we are learning more about how different classroom configurations support various teaching methods and student learning preferences. While not every suggested modification may be feasible, we remain committed to making practical adjustments where possible and sharing student perspectives with those responsible for academic scheduling and facility decisions. We appreciate students taking the time to identify specific challenges and suggest potential solutions. Your feedback helps us better understand how our learning spaces function in practice and where improvements may be beneficial. |
Under Review ongoing |
| 09/16/26 10/22/26 10/25/26 |
Students shared feedback on exam scheduling. Some appreciate a consistent schedule of about one exam every two weeks. Others reported that an exam date being moved up caused significant stress, and that several exams in a short window left little time to recover or to prepare for later exam material. | Thank you for sharing your perspectives regarding exam scheduling and the frequency of assessments. We recognize that predictable examination schedules help students plan their study time, manage competing responsibilities, and maintain a reasonable balance between academic preparation and personal wellbeing. We also appreciate hearing that some students value the consistency of having an examination approximately every two weeks. The concerns regarding changes to scheduled exam dates and the clustering of assessments were reviewed in the context of course structure, student performance, and academic progression. The decision to adjust the examination schedule was informed by outcomes from recent assessments and concerns that the existing course structure presented an increased risk to student academic success. After evaluating these factors, academic leadership determined that dividing course content into smaller, more manageable portions and assessing students more frequently would better support learning and mastery of the material. We recognize that moving an examination date forward, particularly after students have already developed study plans, can create additional stress and require significant adjustments. However, the revised schedule was ultimately considered a beneficial change because it reduced the volume of material students were expected to master for any single examination and provided more frequent opportunities to demonstrate understanding. The intent of these adjustments was to support student success and reduce academic risk, not to increase the overall burden of assessments. While the initial transition may have been challenging, the revised approach was determined to offer a more manageable structure for learning and assessment. We appreciate the importance of communicating scheduling changes as early as possible and recognize that predictability remains an important part of effective academic planning. Student feedback will continue to provide valuable perspective as course coordinators and academic leadership evaluate examination schedules and their impact on student learning. Thank you for sharing both the positive aspects of the current assessment schedule and the challenges associated with changes. This balanced feedback helps inform ongoing efforts to support academic success. |
Under Review ongoing |
| 09/16/26 | Students asked for more faculty-provided practice problems throughout courses and suggested optional take-home or supplemental assessments to help them prepare and to provide additional opportunities to earn points. | Thank you for sharing your suggestions regarding additional practice problems, take-home assignments, and supplemental assessments. We recognize that opportunities to apply course concepts, test understanding, and identify areas needing further study can be valuable tools for preparing for examinations and reinforcing learning. This feedback has been shared with the appropriate course coordinators and instructors for their awareness and consideration. Faculty members are responsible for determining which instructional resources and assessment methods best align with their course objectives, learning outcomes, and established grading practices. While additional practice opportunities may be beneficial, it is important to distinguish between resources intended to reinforce learning and graded assignments that contribute to overall course performance. Decisions regarding supplemental assessments or opportunities to earn additional points must be considered within the context of course requirements, assessment consistency, and the college’s mastery-based academic standards. Any changes to practice materials, supplemental learning opportunities, or assessment practices will be communicated directly to students through the respective course instructors. We appreciate these constructive suggestions and encourage students to continue communicating with their instructors about resources that would help them better understand and apply course material. Your feedback provides valuable insight into how we can continue strengthening the learning experience while maintaining appropriate academic expectations. |
Closed No Change |
| 09/16/26 10/02/26 |
Students reported that observation rooms and clinical skills labs can become hot and stuffy, and suggested the room thermostat placement may not reflect conditions where students are seated. | Thank you for sharing your concerns regarding temperature and air circulation in the observation rooms and clinical skills laboratories. We recognize that rooms becoming excessively warm or stuffy can create an uncomfortable learning environment, particularly during activities that require extended periods of concentration or hands-on participation. Temperature regulation and air circulation remain ongoing concerns within the Veterinary Medical Education (VME) building. University Facilities and the building contractor continue working to evaluate, adjust, and balance the heating, ventilation, and air conditioning (HVAC) systems throughout the facility. As a newly occupied building, the VME is still undergoing adjustments to ensure that airflow and temperature regulation function appropriately across its various spaces. This process involves balancing the entire building’s system, as changes in one area can affect conditions elsewhere. Your observation regarding thermostat placement and the potential differences between temperatures measured at the thermostat and those experienced by students is helpful information as these adjustments continue. We recognize that these issues have not yet been fully resolved. Facilities and the contractor remain actively engaged in addressing them, and we will continue communicating concerns as they arise. We appreciate your patience as these systems are adjusted and encourage students to continue reporting specific rooms and conditions where temperature or ventilation problems occur. This information helps identify areas requiring additional attention and supports ongoing efforts to create comfortable and functional learning environments. |
In Progress |
| 09/20/26 10/01/26 |
Students asked for animal-based wellbeing opportunities, such as a college cat or a monthly day when students and faculty may bring pets for emotional support. | Thank you for suggesting additional opportunities for students to interact with animals as part of our college’s wellbeing initiatives. We recognize that spending time with animals can provide comfort, reduce stress, and offer a welcome break from the demands of veterinary education. As a community united by our love of animals, we certainly appreciate the appeal of having more opportunities for these interactions. There are, however, important considerations regarding animal access to the Veterinary Medical Education (VME) building. Under current building guidelines, dogs serving as approved service animals are permitted regular access, along with animals participating in designated educational activities, such as our Pet Professors program. These guidelines help us maintain appropriate standards for safety, sanitation, animal welfare, and the educational use of our facilities. While a college-wide pet day or resident building cat is not currently planned, we are developing an on-site cat colony that we anticipate students will be able to access. This will provide an opportunity for students to interact with cats in a designated environment while respecting the building’s animal access requirements. The OSS along with the Office of Wellness will continue to identify opportunities to have opportunities for studnets to have live animal interactions to facilitate their wellness. We appreciate this creative suggestion and the recognition that animal interactions can contribute positively to student wellbeing. As our facilities and wellness programming continue to develop, we welcome ideas for meaningful, appropriate, and safe opportunities to incorporate animals into the student experience. |
Under Review ongoing |
| 09/23/26 | The bathroom stall doors make it impossible to know if someone is in a stall without going up to it and pushing on it. They are too long to see feet underneath, and the crack is too narrow to see between (which I really like! but results in this problem...) Could we get indicators installed that show if a stall is occupied? I have heard many of my fellow students complaining about this. | Thank you for bringing this concern forward. We appreciate the observation that, while the restroom stall doors provide greater privacy, their design makes it difficult to determine whether a stall is occupied without approaching the door and checking it directly. This suggestion, along with similar feedback from other students, was shared with University Facilities for consideration. We specifically discussed the possibility of replacing the existing stall door locks with mechanisms that display an occupied or vacant indicator. However, the proposed modification was not deemed feasible at this time. As an alternative, the VME building has five individual restrooms located across the first and second floors that are equipped with door locks featuring visible occupancy indicators. We encourage students who prefer this feature to consider using these facilities. While we recognize that this alternative does not fully address the concern with the existing restroom stalls, we appreciate students identifying practical ways to improve the functionality and convenience of our building. Thank you for taking the time to share this suggestion. Feedback like this helps us better understand how our facilities function in everyday use and identify opportunities for future improvements. |
Closed No Change |
| 09/25/26 11/03/26 |
Students shared feedback about faculty communication, including timeliness of responses to student emails, how questions are received during lecture, and clarity and quality of lecture materials. | Thank you for sharing your concerns regarding faculty communication and instructional practices. We recognize that timely responses to questions, approachable interactions during lectures, and clear, well-organized instructional materials are important components of a positive and effective learning environment. These concerns have been shared with the appropriate academic department leadership for review and follow-up. Department leadership has engaged in both group and individual conversations with faculty members regarding communication expectations, classroom interactions, and instructional practices. These discussions will continue as part of ongoing efforts to support effective teaching and student learning. We also recognize that instructional approaches and communication practices may vary among faculty members based on course content, teaching methods, and academic responsibilities. However, maintaining a respectful learning environment, providing clear expectations, and supporting meaningful communication between students and instructors remain important priorities. Student feedback provides valuable insight into how these practices are experienced in the classroom. While individual personnel discussions and outcomes are generally confidential, we want students to know that their concerns have been communicated to those responsible for faculty oversight and instructional quality. We appreciate students bringing these matters forward and encourage continued feedback, particularly when specific examples can help us better understand a concern and determine whether additional follow-up is appropriate. Our goal is to foster an academic environment where students feel comfortable asking questions, seeking clarification, and engaging meaningfully in their education. |
Completed, but will continue to monitor the situation. |
| 09/25/26 | A student suggested that the college develop and communicate emergency procedures (such as evacuation plans, threat response, medical emergencies, earthquakes, and anaphylaxis) and provide AEDs and first-aid kits. | Thank you for this important suggestion regarding emergency preparedness and the availability of safety equipment within the Veterinary Medical Education (VME) building. We recognize the importance of ensuring that students, faculty, and staff have access to appropriate emergency resources and understand how to respond to situations such as medical emergencies, evacuations, earthquakes, and other potential threats. Emergency Safety Equipment We are pleased to report that automated external defibrillators (AEDs), first-aid kits, and associated emergency supplies were installed within one week of receiving this feedback. While these resources were already included in the building’s planning, your suggestion helped bring additional attention to their importance and accelerated their installation. AEDs and first-aid supplies are located in the restroom hallways on each floor of the VME building. We encourage students to familiarize themselves with these locations so they can quickly identify available resources in an emergency. Emergency Evacuation and Response Plans We also recognize the importance of having clearly established and communicated emergency procedures, including building evacuation routes, responses to potential threats, medical emergencies, and natural disasters. The development and coordination of official emergency response and evacuation plans fall under the responsibility of the university’s designated emergency management authorities. While the college does not independently establish these protocols, we are responsible for communicating our building-specific needs and helping ensure that appropriate information is available to our students, faculty, and staff. On November 5, 2026, this concern was discussed again during the Dean’s Executive Leadership Council (DELC) meeting. A member of the council was assigned to follow up with the appropriate university authority to reiterate the need for emergency evacuation and response guidance specific to the VME building. We recognize that having emergency equipment available is only one component of preparedness. Equally important is ensuring that everyone understands what to do, where to go, and how to respond when an emergency occurs. We will continue working through the appropriate university channels to address these needs. Moving Forward We appreciate you bringing these concerns forward. This is an excellent example of how student feedback can help identify priorities, accelerate improvements, and reinforce important safety considerations. While the installation of emergency equipment has been completed, the request for comprehensive emergency response and evacuation guidance remains an active item requiring university coordination. Thank you for taking an active role in promoting the safety and wellbeing of our college community. |
Completed - First-Aid and AED In Progress - evaculation planning |
| 09/25/26 | Coat hook in the all gender bathroom on second floor. Preferably at a height and shape that is accessible if someone is disabled or who uses mobility aids can use it too. |
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| 10/01/26 | Would it be possible to get the windows of the study rooms frosted or something? So it’s not just open for everyone to watch you? | Thank you for sharing this suggestion regarding privacy in our student study rooms. We recognize that having large windows and glass walls can sometimes make students feel exposed or distracted, particularly when trying to concentrate on studying or working with classmates. This request was presented to the Dean’s Executive Leadership Council (DELC) for discussion and consideration. As part of the review of privacy needs throughout the Veterinary Medical Education (VME) building, frosted window treatments were subsequently installed in several conference rooms to provide greater privacy in those spaces. However, the decision was made not to install frosted window treatments in the designated student study rooms at this time. While we understand that this may not be the outcome you were hoping for, the current design of these spaces will remain in place. We appreciate students sharing their experiences with the new building and identifying features that affect their comfort and ability to study effectively. Your feedback helps us better understand how our facilities are being used and provides valuable perspective for future discussions about improvements to student spaces. Thank you for taking the time to offer this suggestion. |
Completed |
| 10/02/26 | Students asked for more comfortable couches and chairs in study and lounge areas, additional side tables to use while seated, and more electrical outlets for charging devices, including in the lounge near the main entrance. | Thank you for sharing your suggestions regarding more comfortable seating, additional side tables, and improved access to electrical outlets throughout the Veterinary Medical Education (VME) building. We recognize that students spend considerable time in our study and lounge areas, and having comfortable, functional spaces with convenient access to charging stations can make a meaningful difference in the daily student experience. Additional Seating and Study Furniture In response to student feedback and our growing need for flexible study spaces, the Office of Student Services (OSS) conducted a review of potential locations throughout the VME building where additional student seating and study furniture could be accommodated. This review identified opportunities to add up to 70 additional student seats, along with recommendations for furniture that would better support individual studying, group collaboration, and informal gathering. The assessment also considered how existing spaces might be used more effectively to accommodate student needs. While these recommendations represent potential improvements rather than approved furniture purchases, they provide a foundation for future discussions and planning as we continue developing our student spaces. Additional Electrical Outlets and Charging Access We also recognize the importance of having accessible electrical outlets, particularly in lounge and study areas where students regularly use laptops, tablets, and other electronic devices. A work order requesting additional electrical outlets and associated wiring was submitted to University Facilities in late October 2026. Since that time: * The work order has been assigned. * Electricians have met with college representatives to review the requested improvements. * Specific locations for additional electrical outlets have been identified. * The electrical work has been scheduled. These improvements are intended to make our existing seating and study areas more functional and convenient for students. Moving Forward We appreciate these practical suggestions and recognize that the VME building will continue to evolve as we learn more about how students use its spaces. The electrical improvements are moving toward implementation, while the additional seating and furniture recommendations remain part of our ongoing facilities planning. Thank you for helping us identify opportunities to make our building more comfortable, welcoming, and supportive of student learning and wellbeing. |
In Progress |
| 10/07/26 | The microphones are all giving feedback and are super loud. Especially in room 201. There is a ton of feedback. | Thank you for bringing the microphone and audio feedback issues to our attention, particularly in VME 201. We recognize that excessive volume, microphone feedback, and other audio disruptions can interfere with instruction, make it difficult to concentrate, and create an uncomfortable learning environment. This concern was referred to university IT and Classroom Support personnel, who worked to identify and correct the audio system issues. The necessary adjustments have been made, and the issue is currently considered resolved. We appreciate students reporting these problems, as your feedback helps us identify technology issues that may not otherwise be apparent. If similar audio problems occur in the future, please notify the Office of Student Services or Classroom Support so they can be addressed promptly. Thank you for helping us improve the functionality of our learning spaces. |
Completed |
| 10/11/26 | A student asked for an additional way to give course-specific feedback, noting that the university's standard end-of-course survey is lengthy and difficult to use for courses taught by multiple instructors. The student suggested an online suggestion box or a short course feedback form. | Thank you for this thoughtful suggestion regarding additional opportunities to provide course-specific feedback. We recognize that the university’s formal end-of-course evaluation process can be time-consuming, particularly in integrated courses involving multiple instructors and disciplines. We also understand the value of having a simpler way to share feedback about specific aspects of a course while the experience is still fresh. While formal course evaluations remain an important component of the university’s assessment and instructional improvement processes, students are also welcome to use the college’s existing eSuggestion Box to provide feedback about individual courses, instructional experiences, and opportunities for improvement. This provides an additional avenue for sharing concerns or suggestions outside the traditional evaluation cycle. Course-specific feedback received through the eSuggestion Box can be directed to the appropriate academic leadership or course coordinators for consideration. Providing the course name, relevant instructor or instructional component, and specific examples helps ensure that feedback reaches the appropriate individuals and can be meaningfully evaluated. We appreciate the suggestion of a shorter, more targeted course feedback mechanism. This perspective is valuable as we continue considering how to make student feedback opportunities accessible, timely, and useful. Our goal is to ensure that students have meaningful opportunities to share their educational experiences and that their feedback can inform ongoing improvements to teaching and learning. Thank you for helping us identify ways to strengthen communication between students, faculty, and academic leadership. |
Completed |
| 10/12/26 | I have seen glue traps being used for pest control in the building, and I think it would be more appropriate to use a more humane method. Snap traps cause a much faster death. | Thank you for bringing this concern to our attention. As a College of Veterinary Medicine, we recognize the importance of animal welfare and the responsibility to consider humane practices in all aspects of our operations, including pest management. We understand the concern regarding the use of glue traps, which can cause prolonged distress and suffering to captured animals. Your suggestion to consider alternative methods of rodent control is consistent with the importance our profession places on minimizing unnecessary animal suffering. On October 20, 2026, the Office of Student Services contacted University Facilities to raise this concern and request a change in pest control practices within the Veterinary Medical Education (VME) building. During that conversation, we specifically requested that traditional snap traps be used instead of glue traps and encouraged Facilities to consider the broader implications of glue trap use in other university buildings. We are pleased to report that Facilities has agreed to use a different type of trap in the VME building moving forward. We appreciate you identifying this concern and advocating for more humane pest management practices. This is another example of how student feedback can lead to meaningful changes in our facilities and operations. Thank you for demonstrating the compassion and commitment to animal welfare that are central to the veterinary profession. |
Completed |
| 10/21/26 10/22/26 10/27/26 |
Students shared differing views on device use and quiet activities during class. Some find non-class activities on devices (such as video games) distracting to nearby classmates and disrespectful to instructors; others noted that some students focus better while doing quiet activities such as crocheting or drawing, and asked that distractions be addressed individually rather than through college-wide messages. | Thank you to the students who have shared their perspectives regarding classroom distractions, individual learning preferences, and the broader concerns raised in subsequent feedback. We recognize that students have different approaches to learning and that maintaining a respectful, productive classroom environment requires consideration of those differences. Classroom Distractions and Individual Learning Preferences On October 22, 2026, the Director of Student Services sent a reminder to the student body encouraging everyone to be mindful of how their activities during class may affect those around them. This communication followed student feedback identifying specific concerns about video games, unrelated videos, and other activities on electronic devices that were distracting nearby classmates. The intent of this message was not to criticize individual learning styles or suggest that every student must engage with course material in the same way. We recognize that some students find quiet activities, such as drawing, crocheting, or other forms of movement or multitasking, helpful for maintaining concentration. The central concern is not necessarily what an individual student is doing, but whether that activity interferes with the learning experience of others. Students should have reasonable flexibility in how they engage with instruction while remaining considerate of classmates and faculty. Following the October 22 communication, we received additional feedback indicating that some distracting behaviors continued, while other students expressed frustration that the concern had been addressed through a college-wide message rather than individual conversations. We appreciate both perspectives. General reminders can help communicate shared expectations without identifying or singling out individual students. However, we also recognize that persistent concerns may be more appropriately addressed through direct conversations with the individuals involved. Our goal is to encourage personal responsibility, mutual respect, and consideration for others rather than unnecessarily restricting individual learning preferences. Concerns Regarding Discrimination, Harassment, and Respectful Conduct Additional feedback raised serious concerns regarding reports of discriminatory, racist, homophobic, and transphobic comments within student spaces. We want to be clear that concerns involving discrimination, harassment, bullying, or other potentially inappropriate conduct are taken seriously and are not considered less important than classroom distractions or other student feedback. These concerns are fundamentally different from general suggestions about facilities, classroom practices, or student preferences. When specific incidents are reported, they are addressed through the appropriate university offices and established procedures, which may include academic leadership, Student Services, the Office of Equity, and other university authorities as appropriate. Because these matters may involve sensitive personal information, student privacy, and confidential investigative or administrative processes, the actions taken and outcomes of individual cases generally cannot be communicated through public feedback channels. The absence of a publicly reported resolution should not be interpreted as evidence that a concern has been ignored or that no action has occurred. However, meaningful follow-up requires sufficient information to understand what occurred. Generalized reports of inappropriate behavior, particularly when submitted anonymously without identifying details, can limit our ability to investigate or take appropriate action. We strongly encourage students who experience or directly witness discrimination, harassment, or other concerning conduct to report specific incidents as soon as possible. Whenever students feel comfortable doing so, identifying themselves and providing relevant details allows the appropriate university personnel to ask follow-up questions, offer support, and pursue available resolution processes. We recognize that students may have legitimate reasons for wishing to remain anonymous. Anonymous feedback is welcome and can help identify concerns or patterns of behavior. However, anonymous reporting may limit the actions that can be taken, particularly when an investigation requires additional information or direct communication with those involved. Our commitment is to respond appropriately to these concerns while respecting the privacy, rights, and wellbeing of everyone involved. Broader Concerns About Institutional Responsiveness We also recognize the frustration expressed regarding pedestrian safety, parking, the use of artificial intelligence in college communications and instruction, and the perception that some concerns receive more attention than others. These issues have been addressed through separate feedback responses outlining the discussions, actions, and limitations associated with each concern. For example, pedestrian safety concerns have been repeatedly communicated to University Facilities, which coordinates with municipal authorities regarding roadway planning and potential crosswalk installation. Similarly, concerns regarding AI-generated content have prompted discussions with college marketing leadership, the Dean, the Dean’s Executive Leadership Council, and the Curriculum Committee. We recognize that discussions do not always produce immediate changes and that students may understandably become frustrated when concerns remain unresolved. It is important to distinguish between a concern that has not been addressed and one that has been reviewed but remains unresolved because of operational, policy, financial, or jurisdictional limitations. Both situations may be frustrating, but they represent different circumstances. We also acknowledge that communicating what has been done is an important part of maintaining trust. Our ongoing efforts to document student feedback, identify actions taken, and provide public responses are intended to create greater transparency and accountability. Moving Forward Student feedback is an essential part of how we identify concerns, evaluate our practices, and improve the college experience. Not every suggestion will result in a policy change or immediate resolution, but every concern deserves thoughtful consideration and an appropriate response. We also recognize that the frequency or visibility of a communication does not necessarily reflect the priority assigned to an issue. Some matters can be addressed through a simple reminder or operational adjustment, while others require coordination with university leadership, specialized offices, or external authorities. Sensitive matters may also require confidential processes that cannot be publicly discussed. We encourage students to continue sharing their concerns, particularly through specific, firsthand examples that allow us to better understand the circumstances and determine appropriate next steps. Our shared responsibility is to foster a learning environment characterized by professionalism, mutual respect, accountability, and a willingness to listen to perspectives that may differ from our own. We appreciate the students who have taken the time to express both their concerns and their frustrations. These conversations are not always comfortable, but they are important to the continued development of our college and the community we are building together. |
Under Review |
| 10/21/26 | Air fresheners in bathrooms | Thank you for bringing concerns regarding restroom odors and the need for air fresheners to our attention. We recognize that maintaining clean, comfortable, and pleasant restroom facilities is an important part of the overall building experience. On the same day this feedback was received, the Office of Student Services (OSS) purchased and placed air fresheners in the restrooms throughout the Veterinary Medical Education (VME) building. We also spoke with several students to better understand the concern and received mixed feedback regarding the severity and frequency of the odors. As we looked further into the issue, we identified that much of the unpleasant odor appeared to originate from gases escaping through floor drains rather than from normal restroom use. This can occur when the water in a drain’s P-trap evaporates or becomes insufficient to maintain the barrier that prevents sewer gases from entering the room. University Facilities maintenance personnel were contacted and reminded of the need to regularly fill and maintain the P-traps with water and appropriate deodorizing solutions to help prevent these gases from entering the restrooms. We also requested continued attention to the availability and maintenance of air fresheners. While air fresheners can help improve the immediate environment, addressing the underlying source of the odors is a more effective long-term solution. We will continue working with Facilities to ensure these maintenance needs receive appropriate attention. We appreciate this suggestion and encourage students to continue reporting restroom odors or other facility concerns, particularly when they occur repeatedly or in specific locations. Your feedback helps us identify issues that may otherwise go unnoticed and supports our efforts to maintain a clean, comfortable, and welcoming building. |
Completed |
| 10/22/26 | A student expressed that a scholarship donor banquet, to which only scholarship recipients were invited, can be discouraging to students who did not receive an award. | Thank you for sharing your perspective regarding the recent scholarship donor banquet. We recognize that scholarship announcements and recognition events can sometimes be disappointing for students who did not receive an award, particularly when everyone is working hard to meet the demands of veterinary education. We appreciate the opportunity to provide additional context regarding the purpose of this event. This feedback was shared with the Dean and Director of Advancement on the day it was received. The Office of Student Services also discussed the concern internally, including perspectives related to student wellbeing, the purpose of donor recognition, and the different experiences students may have with scholarship opportunities. Understanding the Purpose of the Banquet The scholarship donor banquet is primarily a donor recognition and stewardship event, rather than a general student celebration or an event intended to distinguish students based on their academic worth or contributions to the college. The event provides an opportunity for scholarship donors to meet the students who have benefited from their generosity, learn about their educational experiences, and see firsthand the impact of their philanthropic support. Scholarship recipients are expected to participate as part of this donor recognition experience. Although the banquet was held in the VME building, it was a private, invitation-based event scheduled outside regular academic hours. Attendance was limited to those directly involved in the scholarship recognition and donor stewardship activities. Recognizing Different Student Experiences We want to emphasize that receiving or not receiving a scholarship is not a reflection of a student’s overall worth, dedication, or potential as a future veterinarian. Scholarship decisions are influenced by many factors, including donor-established criteria, financial need, academic qualifications, specific eligibility requirements, and available funding. We recognize that not every student will receive the same financial awards or opportunities during their educational journey. These differences can understandably lead to disappointment, even when the selection processes and recognition activities serve legitimate purposes. At the same time, donor recognition events are an important part of maintaining relationships with individuals and organizations whose generosity helps make scholarship opportunities possible. These relationships also support the college’s efforts to sustain and potentially expand financial assistance for future students. Outcome and Consideration Following discussions with college leadership, the purpose and invitation structure of the scholarship donor banquet will remain unchanged. The event was determined to be an appropriate donor stewardship activity, with attendance based on the specific purpose of recognizing scholarship contributions and connecting donors with recipients. However, the feedback provided a valuable opportunity to consider how these events may be perceived by students who are not directly involved and how we can better communicate their purpose. We appreciate the student who raised this concern and recognize that feelings of disappointment or exclusion deserve acknowledgment, even when an event’s structure is appropriate for its intended purpose. Our commitment is to celebrate the generosity that makes scholarships possible while recognizing and valuing the hard work, dedication, and contributions of every student in our college. Thank you for sharing your perspective and helping us consider how college activities are experienced across our student community. |
Completed - No change |
| 10/26/26 | Students expressed appreciation for the note card allowed on exams in one course, sharing that it helps them practice summarizing key concepts, focus on understanding, and prepare efficiently when exams are close together. | Thank you for sharing this positive feedback regarding the use of note cards during examinations. We appreciate hearing how this approach has helped students organize information, identify essential concepts, and prepare more effectively for assessments. This is an excellent example of how student feedback and faculty responsiveness can contribute to meaningful improvements in the learning experience. Allowing students to prepare and use a note card encourages them to review course material, prioritize important information, and synthesize complex concepts into a more manageable format. We also recognize the value of this approach when examinations are scheduled close together. Preparing a note card can become a learning activity in itself, helping students focus on understanding relationships between concepts rather than relying exclusively on memorization. While individual faculty members determine which assessment methods best support their course objectives and learning outcomes, positive feedback like this provides valuable insight into instructional practices that students find helpful. Sharing these experiences allows faculty and academic leadership to consider approaches that may be beneficial in other courses. We are especially appreciative when students take the time to recognize practices that are working well. Student feedback is not only about identifying problems or requesting changes. It is equally important in highlighting successful approaches that can inform future instructional decisions. Thank you for recognizing this effort and for helping us better understand the strategies that support your learning and academic success. |
Completed |
| 10/27/26 | A class executive council shared results of an anonymous survey (49 responses) following a recent first-year lab exam. Students appreciated recent course adjustments, including additional lab sections, a revised exam schedule, and reassessment opportunities. The most common remaining concern (93% of respondents) was uncertainty about the range and depth of expected material; students suggested a required-terminology list, early expectations for depth of knowledge, and closer alignment between lecture emphasis and exam content. | Thank you to the Class Executive Council for gathering and sharing student feedback following the recent first-year anatomy laboratory examination. We appreciate the thoughtful approach taken to collect perspectives from classmates and communicate both positive experiences and opportunities for improvement. The survey, which received 49 responses, provides valuable insight into how students are experiencing the course and its assessment practices. Recognizing Recent Course Adjustments We appreciate students acknowledging the efforts made to improve the course experience, including the addition of laboratory sections, adjustments to the examination schedule, and opportunities for reassessment. These changes reflect efforts by faculty and academic leadership to respond to student needs while balancing the instructional requirements of a rigorous veterinary anatomy curriculum. The College of Veterinary Medicine Curriculum Committee and the Associate Dean for Academic Programs have been involved in reviewing course concerns and discussing potential adjustments with the instructional team. These discussions have included opportunities to modify laboratory scheduling and improve the overall organization of the course. Clarifying Learning Expectations The most significant concern identified in the survey was uncertainty regarding the range and depth of material students were expected to know, with 93% of respondents identifying this issue. We recognize that students are better positioned to prepare effectively when learning expectations are clearly communicated and when instructional emphasis aligns with the knowledge and skills being assessed. The suggestions provided by students were constructive and specific, including: * Providing a clearly defined list of required anatomical terminology. * Communicating expectations regarding the depth of knowledge needed for laboratory examinations earlier in the course. * Strengthening alignment between material emphasized during instruction and the content assessed on examinations. These recommendations have been brought to the attention of academic leadership and are relevant to ongoing discussions about course organization, instructional communication, and assessment practices. Importantly, concerns regarding the clarity of learning expectations have also been raised in previous course feedback. This suggests that the issue warrants continued attention beyond adjustments to laboratory scheduling alone. Academic Review and Follow-Up The Associate Dean for Academic Programs and the Curriculum Committee have reviewed concerns associated with the course and engaged with the instructor of record regarding instructional and scheduling considerations. While changes to the laboratory schedule have been implemented, we recognize that scheduling adjustments alone do not necessarily resolve concerns about the clarity of learning expectations or alignment between instruction and assessment. These are important considerations for the instructional team and academic leadership as they evaluate the course and identify opportunities for continued improvement. The Value of Constructive Student Feedback We particularly appreciate that the survey identified both improvements students valued and areas where additional attention is needed. This balanced approach helps faculty and administrators better understand which adjustments are making a positive difference and where challenges remain. Student feedback is most useful when it identifies specific concerns and offers constructive recommendations, as this survey has done. Thank you to the Class Executive Council for facilitating this feedback process and to the 49 students who participated. Your willingness to share your experiences contributes to the ongoing evaluation and improvement of the veterinary curriculum. |
Completed - but with ongoing review of impact and outcomes. |
| 11/02/26 11/03/26 11/05/26 |
Students asked that prework modules for hands-on skills courses be posted earlier in the week. Modules are often posted Friday evening or Saturday for a Monday due date, leaving little time to practice skills or work ahead, affecting work-life balance, and sometimes posted incomplete. | Thank you for sharing your concerns regarding the timing and availability of prework modules for hands-on clinical skills courses. We recognize that these assignments are intended to help students prepare for laboratory activities, develop foundational skills, and make the most of their instructional experiences. We understand the frustration associated with modules being posted late Friday evening or over the weekend when assignments are due the following Monday. This limited preparation window can make it difficult for students to manage competing academic responsibilities, practice required skills, or plan ahead. We also recognize that modules posted with incomplete materials can create additional uncertainty and unnecessary stress. Providing students with reasonable advance access to complete instructional materials is an important consideration in supporting effective learning, time management, and student wellbeing. While prework is an essential component of skills-based instruction, its effectiveness depends in part on students having adequate time to review and engage with the material before scheduled laboratory sessions. The feedback raises several important considerations, including the consistency of module release schedules, the completeness of materials when published, and the amount of preparation time available before assignment deadlines. This concern remains open for review and follow-up. We recognize the value of establishing more predictable expectations for when prework materials become available, while also considering the instructional and scheduling needs of the courses involved. We appreciate students bringing this issue forward. Your feedback helps identify opportunities to improve course organization and support a more manageable balance between academic preparation and personal responsibilities. Additional information will be provided as the concern is reviewed and any resulting actions or decisions are confirmed. |
In Progress |
| 11/03/26 | A student suggested adding a medical terminology component early in the first year to help students write and report clinical notes with confidence. | Thank you for suggesting the addition of medical terminology instruction early in the first-year curriculum. We appreciate your recognition of how foundational terminology supports the development of clinical communication skills and professional confidence. Veterinary medical terminology is an essential component of effective communication among veterinary professionals. Developing familiarity with commonly used terms, abbreviations, anatomical references, and clinical documentation conventions can help students become more comfortable interpreting medical information, preparing clinical notes, and communicating patient findings. We also recognize that students enter veterinary school with varying levels of experience in clinical environments. Providing opportunities to strengthen foundational terminology knowledge early in the program may help establish a more consistent starting point as students progress through their clinical and professional skills training. Your suggestion raises an important curricular consideration: how best to introduce, reinforce, and apply medical terminology throughout the veterinary education experience. This could involve dedicated introductory instruction, supplemental learning resources, or greater integration of terminology into existing first-year courses and clinical skills activities. Decisions regarding curricular content and instructional sequencing fall under the responsibility of academic leadership and the Curriculum Committee. This suggestion provides a useful perspective for consideration as the college continues evaluating opportunities to strengthen student preparation for clinical practice. |
In Progress |
| 11/09/26 | Could you possibly send out an announcement to other 1st-years (and maybe 2nd-years, idk) to please erase the whiteboards when they are done using them? It’s frustrating to always have the whiteboards full when I go into study. The erasers are right there, so it’s not a resource issue, just the act of doing it. | Thank you for bringing this concern to our attention. We recognize that whiteboards are valuable study resources, particularly for students working through complex concepts, practicing diagrams, and collaborating with classmates. We also understand the frustration of arriving at a study space and finding the whiteboards covered with material left by previous users. Shared resources work best when everyone takes responsibility for leaving them ready for the next person. At the same time, we recognize that students often invest considerable time and effort into creating detailed diagrams, illustrations, and study materials on these boards. In some cases, students may intentionally leave their work displayed in the hope that it will benefit classmates who use the space afterward. We appreciate the collaborative spirit behind that intention and the willingness to share helpful learning resources. However, leaving materials on the boards can unintentionally limit their availability for others who need the space for their own studying. As an alternative, we encourage students to take a photograph of their completed work and share it with classmates through their class Box resource folders or the CVM Discord server. This allows others to benefit from the information while preserving the whiteboards for continued use. Once your work is complete, please take a moment to erase the board, return any supplies, and leave the space ready for the next student. The Office of Student Services will reinforce this expectation through student communications as part of our ongoing efforts to promote respectful use of shared learning spaces. Our goal is to encourage both collaboration and consideration. Sharing knowledge is an important part of our learning community, and ensuring that everyone has access to the resources they need is equally important. Thank you for identifying this opportunity to improve our study environment and for helping foster a culture of mutual respect, shared responsibility, and support for one another. |
Completed |
| 11/09/26 | Request was submitted to provide a study and learning 101 or something for us at the start of the school year. | Thank you for this thoughtful suggestion regarding the opportunity to provide foundational study skills and learning strategies at the beginning of the academic year. We recognize that the transition to veterinary school presents unique academic challenges, and even students who have been highly successful in their previous educational experiences may find that the volume, pace, and complexity of veterinary coursework require new approaches to learning. Developing effective study habits, time management strategies, and techniques for retaining and applying information is an important part of academic success. We also recognize the value of learning from faculty, staff, and fellow students who can share practical strategies and experiences. We are pleased to share that the Office of Student Services has already begun discussing the development of a multi-week “Learning How to Learn” series for the next academic year. This initiative is envisioned as a collaborative effort involving faculty, staff, and students, including opportunities to draw upon the experiences of our Peer-Assisted Study Sessions (PASS) tutors. Rather than offering a single introductory presentation, the proposed multi-week format would allow students to explore different approaches to learning and develop strategies they can apply throughout their veterinary education. Potential topics could include effective study techniques, time management, active learning, exam preparation, information retention, and adapting study strategies to different types of coursework and assessments. Although the specific format, content, and schedule have not yet been finalized, this initiative is already part of our discussions surrounding student academic support and success. We appreciate this recommendation because it reinforces the importance of providing students with tools to succeed academically, rather than expecting them to independently discover which learning strategies work best in a demanding professional program. Thank you for helping us identify opportunities to strengthen academic preparation and support students as they develop the skills and confidence needed for success in veterinary school. |
In Progress - Planning in Progress for the 2027-2028 Academic Year |