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SIGNATURE COVER PAGE

Initiating college, school, department, or committee:

CALS - School of Animal and Comparative Biomedical Sciences

Title of these two related Requests: A. Master’s Degree (MS) in Animal and Biomedical Industries/ pre professional program B. Doctor of Veterinary Medicine/professional program

Unit Administrator: André-Denis G. Wright, Professor and Director, SACBS

(name and title)

Administrator’s Signature: Date: September 2, 2015

Unit Administrator:

(name and title)

Administrator’s Signature: Date:

Dean’s Signature:

Date: September 2, 2015

Dean’s Signature:

Date:

Note: In some situations signatures of more than one unit head and/or college dean may be required.

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OVERVIEW OF UA MASTER’S DEGREE IN ANIMAL & BIOMEDICAL INDUSTRIES (MABI) AND DOCTOR OF VETERINARY MEDICINE (DVM).

This submission covers two separate but absolutely related programs housed in the School of Animal & Comparative Biomedical Sciences (SACBS): a pre-professional program delivering a non-thesis Master’s degree in Animal & Biomedical Industries (MABI) to qualified students and a professional American Veterinary Medical Association (AVMA)-accredited Doctor of Veterinary Medicine (DVM) open to those students completing the pre-professional curriculum. For ease of understanding, the following submission separates each, but the information in the MABI is a compulsory component of the DVM (i.e., it is impossible to complete the DVM curriculum without successfully completing the pre-professional year).

We have designed a pathway to a DVM with all students’ success in mind, not only the success of those who will progress to DVM completion. We provide clear routes to personal and economic fulfillment for all students, concurrently focusing on supplying qualified BS, MS and DVM graduates into economic growth areas for the state, nation and world. This is unique for any US University with an AVMA-accredited DVM program. Currently no veterinary school in the US has any proactive efforts concerned with the future of students who don’t gain DVM entry and we believe that this is also the case for all other bio-based professions (e.g. medicine, pharmacy, dentistry).

Pre-professional entry requires prerequisites, none of which are taught in CALS: English 101 + 102; Inorganic Chemistry 151 + 152 + Laboratory; Biology 181 + 182 + Laboratory; and Math 125. Because Arizona (AZ) ranks lowest for its citizens accepted into DVM training (2.6 entering DVM students per 100,000 university-aged residents; c.f. 6 nationally) AZ has a backlog and so most students entering the pre-professional program will have their BS degree. Because of our minimum GPA requirement of 3.0 for the prerequisites, we expect most of these BS students to be able to matriculate into the UA graduate college, and so most who progress through to the DVM will attain their MABI. We expect fewer students will enter after attaining their prerequisites in the first two years at UA. These students will all be admitted into the SACBS and, if not selected to enter the DVM program, then the credit hours attained will credit to their SACBS undergraduate degree in either Animal Science, Microbiology, or Veterinary Science). Other colleges, most likely the College of Science (CoS), will choose to accept these credits or not. All pre-professional courses are 400/500-level co-convened courses. Undergraduate students will enroll in the 400-level courses and complete the requirements for undergraduate credit to provide an equivalent GPA.

We thus expect the following pathways:

i. Students who have a BS and who have completed the requisites with a GPA of 3.0 will be admitted as graduate students into SACBS MABI program;

ii. We will create a DVM student group to identify undergraduate students who are interested in the DVM program. By identifying these students as part of the undergraduate admissions process, we will be able to better serve them. We will meet with them during New Student Orientation to inform them of the pre-requisites and talk about pathways to admission. We will offer them workshops on the DVM admissions processes here and elsewhere. UA’s Pre-health Program uses this model ant it has proven to be quite successful. This will permit students to pursue an undergraduate major of their choosing while working on the pre-requisites.

iii. UA undergraduate students who have completed the prerequisites with a GPA of 3.0 would be encouraged to begin their pre-professional coursework as early as the first semester of their junior year. If they don’t gain admission to the DVM, then they will finish their degree in in a major of their choosing;

iv. Community College transfer students who have earned a 3.0 GPA in the requisites and who are in junior or senior standing may begin the pre-professional year., Students who don’t get into the professional program, can finish their degree in an undergraduate major of their choosing.

Students graduating with their MABI-only or MABI and DVM may qualify for PhD pathways. We expect they will become extremely interested in options available in the College of Public Health (CPH). Those completing the BS by taking the pre-professional curriculum, but not gaining entry to the professional (DVM) program, as well as those who do go on to the DVM without the MABI, will be ideally qualified, and highly aware of, the MPH program in the CPH. All students who attain their BS or MABI, but who do not progress to the DVM (especially as Math 125 is required) will be well qualified and have the prerequisites to apply to, and be competitive for entry into:

1. DVM programs in other states or private schools;

2. PharmD, Dental etc. programs;

3. PhD programs.

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To make the program easy to see at a glance a curriculum summary follows (course numbers are place holders).

Undergraduate/MABI/ pre-professional curriculum: 1 year, 2 semesters, 30 credit hours

VM 401/501 Physical Sciences for One Health A. Course credit hours: 3. Fall

VM 402/502 Physical Sciences for One Health B. Course credit hours: 3. Spring

VM 403/503 Principles of Disease. Course credit hours: 3. Fall

VM 404/504 Interaction of Animals, Humans, and Ecosystems A. Course credit hours: 1. Fall

VM 405/505 Interaction of Animals, Humans, and Ecosystems B Course credit hours: 2. Spring

VM 406/506 Computation in Biomedicine. Course credit hours: 3. Fall

VM 407/507 Bioeconomy, Marketing, and Business A. Course credit hours: 3. Fall

VM 408/508 Bioeconomy, Marketing, and Business B. Course credit hours: 3. Spring

VM 409/509 Ethology, Evolution, Ethics and Animal Handling A. Course credit hours: 3. Fall

VM 410/510 Ethology, Evolution, Ethics and Animal Handling B. Course credit hours: 3. Spring

VM 411/511 Risk Assessment, Management, and Communication. Course credit hours: 3. Spring DVM professional curriculum: 3 years, 9 semester-equivalents, 193 credit hours

VM 800 Case-based Critical Thinking. Course credit hours: 3 each semester. Fall, Spring, Summer

VM 801 Clinical, Research and Professional Skills. Course credit hours: 6 each semester. Fall, Spring, Summer

VM 802 Foundations. Course credit hours: 12. Fall

VM 803 Introduction to Nutrition, Pharmacology, and Toxicology. Course credit hours: 6. Fall

VM 804 Hemic-lymphatic System. Course credit hours: 6. Spring

VM 805 Musculoskeletal System. Course credit hours: 9. Spring

VM 806 Neurology and Behavior System. Course credit hours: 10. Summer

VM 807 Digestion, Metabolism and Hormones System. Course credit hours: 9. Summer

VM 808 Renal/Urinary System. Course credit hours: 6. Fall

VM 809 Cardiovascular and respiratory System. Course credit hours: 9. Fall

VM 810 Reproduction and Endocrine System. Course credit hours: 9. Spring

VM 812 Life cycles. Course credit hours: 30 (12 didactic; 18 laboratory). Spring

VM 813. Core Rotations. 46 wk; 4 wk for assessment; 60 total credit hours

VM 814 Elective or Remediation Rotations – 8 wk

Transfer students. Due to national and global demand to enter into a DVM program, we expect requests to do so from undergraduate, graduate, and post graduate transfer students. They must, by definition, all have the prerequisite courses as equivalents attained with a minimum 3.0 GPA. Such students may well also have equivalencies to pre-professional curriculum courses (see below); for example: Biomedical Engineering or Biosystems Engineering graduates should have equivalencies to Physical Sciences for One Health; Computer science or Bioinformatics graduates should have equivalencies to Computation in Biomedicine; Natural Resource & Environment graduates should have equivalencies to Interaction of Animals, Humans, and Ecosystems; Animal Science, Biology, Ecology and Evolutionary Biology graduates should have equivalencies to Ethology, Evolution, Ethics and Animal Handling; and Business or Biotechnology graduates should have equivalencies to Bioeconomy, Marketing, and Business as well as Risk Assessment, Management, and Communication. Each course instructor of record will, with their course and other UA colleagues, define equivalencies for UA courses. They will make clear what the credit transfer guidelines are on the program website.

Opportunities and economics. The economic case and opportunities for the students, who gain their BS, MABI and/or DVM

degrees is well-articulated for all graduates for AZ in the

Flinn Foundation 2014-2015 Bioscience road map and for

all states in the Battelle/BIO State Bioscience Jobs,

Investments and Innovation 2014 report. Bioscience jobs

pay 80% more, and have higher job security (see figure)

compared to total private sector employment and there is

a shortage of employees for the higher level management

positions for which our MABI will be highly competitive.

The bioscience wage premium is widening. Over the last

decade, inflation-adjusted average bioscience wages

have increased by 15% i.e. three times that of the private

sector as a whole at 5%.

For students, who gain their BS, or MABI, the American Society of Animal Science (ASAS) defines that there are over 500 different job classifications for animal science graduates alone (https://asas.org/membership-services/member-

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information/career-information/animal-science-careers). U.S. agriculture is a ~$157B business and animal agriculture is the biggest component of this, employing large numbers of animal science graduates. In AZ animal agriculture is a ~$8.5B business. According to a study initiated by the U.S. Department of Agriculture (USDA), a career in animal science makes you part of the biggest industry in the world. Results show that there were more than 52,000 annual job openings for new graduates during 2005-2010, and that there were only 49,300 qualified graduates available each year for these positions, resulting in a shortage. At the height of the Great Recession in May 2011, those fields’ median annual income was $61,230 compared with the $34,465 median for all jobs (U.S. Bureau of Labor Statistics). If the recently signed Trans Pacific Partnership is ratified by the 12 member governments, which is more likely than not at this stage, tariffs on beef in Japan alone will decrease from 40% to 0% and this will have a powerful positive effect on U.S. beef exports. Regardless, we are now in the fastest period of growth for the world’s middle class in history and 4 billion new middle class meat consumers will come into the global marketplace by 2030. We should train UA graduates for these opportunities.

For the DVM graduates, the case is most comprehensively articulated in the 2015 AVMA Report on Veterinary Markets and the 2015 AVMA Report on the Market for Veterinarians. Both the pre-professional and professional programs focus on ensuring that we are training graduates at all levels to have a competitive advantage to fulfill national and international opportunities described in the U.S. Bureau of Labor Statistics, U.S. Dept. of Labor, Occupational Outlook for 2022, 2014-15 Edition and The School of Public Health University of Albany, NY, Center for Health Workforce Studies, 2013, U.S. Veterinary Workforce Study: Modeling Capacity Utilization. Furthermore both curricula are designed to meet the recommendations in The North American Veterinary Medical Education Consortium Roadmap for Veterinary Medical Education in the 21st Century—Responsive, Collaborative, Flexible (considered by the Association of American Veterinary Medical Colleges as “the most comprehensive effort ever undertaken to ensure that veterinary medical education meets society's changing needs”) and the US National Academies’ National Research Council (NRC), Committee to Assess the Current and Future Workforce Needs in Veterinary Medicine; Board on Agriculture and Natural Resources; Board on Higher Education and Workforce; Division on Earth and Life Studies; Policy and Global Affairs Workforce Needs in Veterinary Medicine (2013). All are submitted to accompany this request except for the Occupational Outlook for 2022, 2014-15 Edition which is not available as a pdf but can be accessed at http://www.bls.gov/o One Health/.

For the DVM graduates, there has been publicity from a minority of self-interested practitioners inconsistent with the U.S antitrust laws (Sherman Act 1890; Clayton Act 1914; Federal Trade Commission Act 1914) that there is a DVM oversupply. Not a single study has data supporting these claims. AVMA data demonstrate the opposite. Even at the height of the “great recession” national DVM unemployment peaked at 2.1%--well under the “natural rate” of unemployment or “full employment” of 5.5% (i.e. the level of unemployment mainstream economists consider necessary in a healthy labor market). There was a “negative unemployment rate” of 10 hours worked per week per DVM. According to Georgetown University’s Center on Education and the Workforce, people with DVM degrees “have amongst the lowest unemployment rates of all college graduates, certainly lower than other health professions, lawyers and engineers.”

Despite the employment rate (for reasons that have to a lot to do with cost structures at veterinary schools) the debt to income ratio for millennial DVM graduates can be financially crippling (this is not the case for baby boomer or gen-X graduates). Nationally DVM graduate debt in 2014 was $153,191 for a full-time job paying an average of $67,000 annually. Because all Arizonans now pay non-resident or private school tuition the mean debt we were able to identify in 2014 for recent (last 5 years) graduates was $305,000 (range $250,000 to $350,000). A good local comparison is Midwestern University in Glendale, Arizona, which charges AZ residents $224,000 in total tuition, exclusive of DVM-program fees, for 4 years for 8 semesters of education. In contrast our DVM program will ask UA residents to pay $114,829 total, exclusive of UA mandatory fees, for 4 years for 11 semester’s education. Note: our program is budgeted outside of UA Responsibility Based Management; it has no UA or CALS subvention, and it provides $3.1M tax revenue to the UA.

When people think of DVMs they usually think of practitioners they have seen working in urban companion animal, mixed animal, equine or zoo medicine. Few people realize (even many practicing DVMs) that there is a greater current and future demand for DVMs to work with food, or find employment in academia; federal civil service; state and local government; uniformed services; industry and/or corporate work. DVMs in these latter areas earn much more than the former and this difference can equate to at least ~$500,000 dollars, and up to multiple millions, over a career. Our curriculum will be the only AVMA-accredited curriculum that overtly trains students for these areas in addition to what has in the last 30 years become the “traditional” areas of pet medicine and surgery.

One Health. Again, uniquely in the U.S., the pre-professional (includes the MABI) and professional (DVM) programs, described herein, are founded on three pillars: commerce, human-animal interdependence and One Health. The newly planned Hong Kong DVM program is the only other program we know of that is founded on One Health principles. Furthermore, the UA Office of Research and Discovery is focusing on One Health as a research initiative and the new UA Oro Valley campus is founded on One Health (http://uanews.org/story/vet-med-program-to-have-home-in-oro-valley). While most people have some concept of commerce and human-animal interdependence, One Health can mean everything and nothing. Established veterinary and

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medical schools are highlighting a commitment to One Health; however, past the superficial marketing, there is in many cases no genuine change towards a One Health paradigm.

One Health is founded on the understanding that human wellness is intimately connected to that of other animals, microbes, plants and our geophysical world—one health is an emergent property of intimately interconnected processes in complex networks. The American Veterinary and Medical Associations One Health is “the integrative effort of multiple disciplines working to attain optimal health for people, animals, and the environment”. The U.S. Centers for Disease Control and Prevention defines One Health as “a concept that recognizes that the health of humans is connected to the health of animals and the environment.

Currently, the World Medical and Veterinary Associations, World Health Organization, UN Food & Agriculture Organization and World Organization for Animal Health are partnering on a joint global One Health strategy to improve human, other animal and ecosystem health. One Health is endorsed by the American: Academy of Pediatrics; Nurses Association; Medical Association; Association of Public Health Physicians; Society of Tropical Medicine & Hygiene; Veterinary Medical Association; as well as the Centers for Disease Control & Prevention; National Environmental Health Association; Nature Conservancy; and Department of Defense.

There are two “grass roots” UA faculty One Health initiatives: (1) the UA One Health Consortium and (2) The UA Food Safety Consortium. The UA One Health Consortium is a nascent self-organized initiative of 45 faculty members from six UA colleges: CALS; Public Health; Medicine; Pharmacy; Law; Social & Behavioral Sciences co-chaired by Assistant Professor Kristen Pogreba-Brown (College of Public Health) and by Dr. André-Denis Wright (Director, SACBS). It has formed research teams whose initial focus is teaching One Health via a graduate-level certificate program and the faculty will be intimately involved in the MABI and DVM curriculum.

The UA Food Safety Consortium is more established. Food safety is (perhaps obviously) an integral part of One Health. Formed five years ago to facilitate leverage amongst its members, innovation and entrepreneurship in food safety, this consortium works to break down barriers between departments, colleges, other universities, and state and federal agencies to focus on food safety solutions. Areas of research and interest are diverse—from fundamental microbiology to field-based applications that directly affect the safety of our food supply. The group also connects UA’s Cooperative Extension agents in all AZ counties to the research teams. The UA Food Safety Consortium has led to successful research collaborations, grants and the Anivax spin-out company. Anivax aims to control Campylobacter jejuni infection, one of the most commonly identified bacterial causes of acute human gastroenteritis worldwide, at its livestock source. C. jejuni infection surpasses Salmonella as a worldwide One Health problem causing 1.3M reported human disease events, costing >$1B in direct health care costs annually in the U.S. alone. In developing countries, it is a leading cause of childhood morbidity and mortality. Its most important complication, Guillain-Barré syndrome, is an acute debilitating disease of the peripheral nervous system that affects approximately 4,500 people in the U.S. annually. A graduate-level certificate is being established.

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I. PROGRAM NAME, CIP CODE, AND ACADEMIC HOME

A. PROPOSED PROGRAM NAME AND DEGREE(S) TO BE OFFERED

Master of Science Degree (MS) in Animal & Biomedical Industries

Admission to the M.S. (non-thesis option) depends on the completion of a Bachelor’s Degree. In addition to general Graduate College application requirements, the MS in Animal and Biomedical industries requires that students admitted have a GPA of a 3.0 or higher on scale of 4.0 for the last 60 undergraduate or 12 graduate credit hours, or include completion as a non-degree student of 12 credit hours of ≥ 500 level coursework with GPA >3.25. GRE scores should be ≥ 50th percentile, or ≥ 151 on verbal and ≥151 quantitative and ≥ 4.0 for the analytical writing section. For foreign students, a TOEFL score of 550 (paper-based) or 79 (internet-based) and IELTS of 7 (overall band score) or higher is required for international students.

B. CIP CODE – go to the National Statistics for Education web site (http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55) to select an appropriate CIP Code.

CIP Code 26.9999

Title: Biological and Biomedical Sciences, Other.

Definition: Any instructional program in the biological and biomedical sciences not listed above.

C. DEPARTMENT/UNIT AND COLLEGE – indicate the managing dept/unit and college for multi- interdisciplinary programs with multiple participating units/colleges. The Dean(s) of all participating units must sign this document to indicate support for the new program.

School of Animal and Comparative Biomedical Sciences (SACBS) in the College of Agriculture

and Life Sciences (CALS).

II. PURPOSE AND NATURE OF PROGRAM

A. PROVIDE A BRIEF DESCRIPTION/JUSTIFICATION OF NO MORE THAN 100 WORDS FOR THIS PROGRAM – include a description of the starting framework, methodological approaches and exemplary questions

This program prepares students for new and evolving career paths in Animal and Biomedical Industries through enhanced education in the Three Foundational Pillars: Animal-Human Interdependence, One Health, and Commerce. We will utilize a curriculum emanating from the Three Pillars that develops critical thinking and professional skills, and has clear performance expectations through the use of outcome based objectives. We will emphasize scientific principles through the integration of biomedical sciences, and engage students in an active learning environment using a variety of teaching methods and educational resources that fosters collegiality, while promoting self-esteem, confidence, cultural awareness, and personal and professional ethics.

B. LIST THE TARGET CAREERS FOR STUDENTS ENROLLED IN THIS PROGRAM.

Agribusiness Manager

Agricultural Foundations

Agriculture Journalist

Animal Boarding/Training Auctions/Order

Animal Care Technician

Animal Industry Leadership Positions

Animal Research Technician

Biomedical Researcher

Breed Association Representative/Sales/Promotion

Buying Firms

College Professor

Commercial Research/Product Development

Companion Animal Services

Computer Services

Consultants - Veterinarians, Nutritionists, Biotechnologist, Management

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Dairy, Meat and Seafood Technical Assistants

Director, Industry Service Organizations

Extension Specialist

Feed Companies

Financial/Investment Services

Food Inspectors

Food Safety and Security

Food Quality Control/Product Development Scientist

Government Regulatory Agencies

Humane Animal Care Services

Individual Proprietors

Industry Manager/Director

Inspection/Grading Services for Meat, Milk, Eggs & Wool

Laboratory Animal Management

Laboratory Manager

Livestock Equipment Representative

Livestock Investment Firms

Livestock Management Services

Manage Livestock Sales/Distribution/Marketing Systems

Manage Meat/Poultry/Egg/Milk Processing Plants

Manage Ranches/Farms/Feedlots

Manage Research Farms and Facilities

Manage Training/Boarding Facilities

Management Consultant

Marketing Manager

Milk/Feed/Food Testing Services

Molecular Biotechnologist

News/Printers/Advertising Media

Nutrition Consultant

Private Development of Animal Products/Services

Product Application - Sales and Services

Product Development Scientist

Product Regulatory Affairs

Production Manager

Public Policy

Quality Control/Processing/Packing of Foods

Sales Manager

Science Writer

Systems Analysis

USDA Research Centers Faculty

Vocational Agricultural/Post-Secondary Educators

Vocational Agriculture Teacher

C. LIST THE PROJECTED STUDENT ENROLLMENTS FOR THIS PROGRAM.

5-YEAR PROJECTED ANNUAL ENROLLMENT (total student #’s in parentheses)

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of annual MS

Students

200-300 200-300

(400-600)

200-300

(600-900)

200-300

(800-1200)

200-300

(1000-1500)

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At present, in the USA, the norm is for students to have their undergraduate degree before entering veterinary programs. Therefore, these numbers are a conservative estimate. For example, Colorado State University received 1,587 applications for 148 spots for the Fall 2015 Entering Class. See link:

http://csu-cvmbs.colostate.edu/dvm-program/Pages/Compare-Previous-Admitted-DVM-Classes.aspx

III. PROGRAM REQUIREMENTS – list the program requirements, including minimum number of credit hours, required courses, and any special requirements, including subspecializations, subplans, theses, internships, etc.

Master of Science (Non-Thesis Option) in Animal & Biomedical Industries. A total of 30 credits at the graduate level are required. . The student is required to pass course mid-term exams and a total of 11 final exams (one for each course) as part of the degree requirements. There will be no seminar requirement.

Dr. Robert Collier will be the Director of Graduate Studies for the Master of Science degree (MS) in Animal and Biomedical Industries, and Ms. Christina Garcia will be the Graduate Program Coordinator. Dr. Collier, Ph.D. and Dr. Andre Wright, Ph.D. (Director, SACBS) will share the duties of faculty advisors for the MS students.

Students must maintain a minimum 3.00 GPA. A C+ is considered a passing grade for each course. Failure to meet satisfactory academic progress requirements is grounds for disqualification by the Dean of the Graduate College. Please see link below for policies for academic progress with those defined by ABOR. http://grad.arizona.edu/policies/academic-policies/satisfactory-academic-progress

CORE COURSES

Almost all courses will have an instructor of record in the SACBS. The courses will be team taught by tenure-track or tenure-eligible faculty. In some instances, highly specialized adjunct faculty may be used to teach a course, and or provide guest lectures. The courses were also designed to prepare students for new and evolving career paths in Animal and Biomedical Industries through enhanced education in the Three Foundational Pillars: Animal-Human Interdependence, One Health, and Commerce. The timing of these courses is critical in order for students to complete these 11 required courses in 2 semesters. The new courses below are in the process of being submitted for course approvals. Course numbers are place holders.

The following courses are 400/500 listed. Students taking the 500 level courses will have significantly greater writing, programming and/or calculation components than the 400 level for the same GPA.

VM 401/501 Physical Sciences for One Health A. Course credit hours: 3. Fall

VM 402/502 Physical Sciences for One Health B. Course credit hours: 3. Spring

Conceptual knowledge of physical sciences for One Health. Foundations of biochemistry and the biochemical mechanisms that underlie metabolism (carbohydrate, lipid and protein utilization), homeostasis, and common causes of metabolic diseases; the chemical mechanisms fundamental to maintaining biological fluids; physico-chemistry of nucleic acids and proteins as they determine phenotypes. Pharmaceuticals, toxins and their interaction with biochemical pathways to effect physiological processes. Bio-physical principles of locomotion, fluid flow dynamics (including anesthetics), thermodynamics, optics, electrophysiology and applied radiation in the context of biological systems. The physics and chemistry fundamental to the basis of health including immunology and vaccines and experimental models for animal health research.

VM 403/503 Principles of Disease. Course credit hours: 3. Fall

Fundamentals of pathology, pathogenesis of infectious and non-infectious diseases and pathophysiology. Classes of infectious agents (bacterial, viral, prions, parasites, and vectors) with emphasis on zoonotic agents; non-infectious causes of disease (genetic, toxins, and physical); principles of therapeutics and their application to health promotion, disease prevention and treatment. Principles of diagnostic testing and omics in health research. Disease and the evolution of phenotypes.

VM 404/504 Interaction of Animals, Humans, and Ecosystems A. Course credit hours: 1. Fall

VM 405/505 Interaction of Animals, Humans, and Ecosystems B Course credit hours: 2. Spring

Comparative nutrition and its role in health and disease; interactions between diet, micro, and macro environments, genomes and phenotype/pathotype. Basic science of plants, their environment and nutritional value that affect animal, public and ecosystem health. Policies and programs promoting plant and animal-based food safety and global food security. Principles of One Health and epidemiology as applied to public and animal disease, especially zoonotic, vector-borne, emerging, and food-borne disease. Government, policy and programs and their impact the delivery of human and other animal health. Application

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of bioscience knowledge to disease prevention. Animals’ roles in ecosystem health including environmental resources and resource management (i.e. rangeland, ecosystem restoration, conservation vs. preservation, native lands, etc.).

VM 406/506 Computation in Biomedicine. Course credit hours: 3. Fall

Biostatistics, experimental design and analysis. Access to, evaluation of, and understanding of the scientific literature (especially experimental design) to critically review scientific articles for their applicability to clinical, real life scenarios and evidence-based medicine. Probability, statistics and modeling. Principles of non-parametric statistics. Emergent properties of sensitively-dependent complex systems. Food safety risk assessment as it forms the scientific underpinning of international food standards and trading. Mitigating health risks through risk management and communication. High performance computational technologies: current state and future of information technology in promoting animal-public-ecosystem health.

VM 407/507 Bioeconomy, Marketing, and Business A. Course credit hours: 3. Fall

VM 408/508 Bioeconomy, Marketing, and Business B. Course credit hours: 3. Spring

Small business and corporate structure and operations including negotiations, contract and basic accounting, using veterinary practices, pet industry, veterinary pharmaceutical companies and agribusiness. Fundamental business law and regulations as pertaining to the above industries (Practice acts, State and National laws, etc.). Risk management and risk communication. Fundamental principles of business ethics and professional expectations; liens via UCC filings and Deeds of Trust. Basic HR law and protected categories. Entrepreneurship business development. Communication (education, customer service, interviewing, team building, and managing personnel, investors, and media). Negotiation. Macro & Microeconomics: aggregate demand and supply, monetary and fiscal policy, world trade (tariffs, area of origin labeling, and exotic disease designations. Selling, marketing and branding. Animals in today’s global trade bioeconomy.

VM 409/509 Ethology, Evolution, Ethics and Animal Handling A. Course credit hours: 3. Fall

VM 410/510 Ethology, Evolution, Ethics and Animal Handling B. Course credit hours: 3. Spring

Principles of ethology as related to informed animal handling, interpreting behaviors, and pain recognition. The role of animals in the evolution of civilization, society, religion, and culture and apply this knowledge in a culturally sensitive, ethical, equitable, community-engaged approaches. The role of humans in the evolution and domestication of other animals. The influence of humans on other animal genomes and visa versa especially the effect of animals as food in the evolution of human cognition and physical development. Basic anatomy of the primary body systems of one domestic vertebrate species, its evolution and major functions and where the anatomy and physiology of the brain (neurophysiology) interacts with basic learning in certain domestic species. Basics of cognition and its relationship to nutrition. Principles of learning theory and using this to discuss and solve behavioral issues of multiple species (including humans). Foundational concepts of normal and abnormal behavioral development. Using knowledge of physiology, anatomy, cognition, nutrition and ethology to understand appropriate species-specific handling, husbandry and enrichment. Interpreting behaviors for medical and behavioral management for optimal outcomes. The role of zoos, aquaria, wildlife parks and conservation in education, species preservation and entertainment. Shelters and animal control in public health and education. Quality end-of-life services and hospice care for humans and their pets. Animal loss and its effects on owners (elderly, children, childless couples, empty nesters, homeless, government-mandated slaughter, natural disasters, disease outbreak). The role animals play in human health and wellbeing (mental, physical and emotional) and the impact of humans on the health and well-being of the animals themselves.

VM 411/511 Risk Assessment, Management, and Communication. Course credit hours: 3. Spring

Computational biostatistics for global food safety, security and defense in case studies. How risk assessments are used to establish national and international policies, regulations and guidelines that impact global trade. How to: differentiate risk management processes (regulatory and non-regulatory); analyze scenarios where governments use risk management tools. How international bodies are influenced by politics and science. Develop risk communication messages for various audiences, and understand the importance of risk communication during crisis management. Be able to recognize crisis communication tools.

Table 1: New Courses for Applied MS in Animal and Biomedical Industries

Courses Fall Sem. Units

Spr. Sem. Units

1. ACBS 4XX/5XX PHYSICAL SCIENCES FOR ONE HEALTH A 3

2. ACBS 4XX/5XX PHYSICAL SCIENCES FOR ONE HEALTH B 3

3. ACBS 4XX/5XX PRINCIPLES OF DISEASE 3

4. ACBS 4XX/5XX INTERACTIONS OF ANIMALS, HUMANS & ECOSYSTEMS A 1

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5. ACBS 4XX/5XX INTERACTIONS OF ANIMALS, HUMANS & ECOSYSTEMS B 2

6. ACBS 4XX/5XX COMPUTATION IN BIOMEDICINE 3

7. ACBS 4XX/5XX BIOECONOMY, MARKETING & BUSINESS A 3

8. ACBS 4XX/5XX BIOECONOMY, MARKETING & BUSINESS B 3

9. ACBS 4XX/5XX ETHOLOGY, EVOLUTION, ETHICS & ANIMAL HANDLING A 3

10. ACBS 4XX/5XX ETHOLOGY, EVOLUTION, ETHICS & ANIMAL HANDLING B 3

11. ACBS 4XX/5XX RISK ASSESSMENT, MANAGEMENT & COMMUNICATION 3

TOTALS 16 14

A. NEW COURSES NEEDED : all; See above

We also expect up to 50 undergraduate (UG) students to enter into the pre-professional program, who will take the above new courses at the 400-level. For students who will not enter into the Professional program (i.e. the DVM), these course credits will go towards completing their Bachelor’s degree in a major of their choice. While we suspect of these UG students will pursue a BS in Animal Science, Veterinary Science, or Microbiology, there are a number of majors in a variety of colleges that might be attractive to students who do not enter the DVM. Students graduating with these majors are qualified for a wide variety of challenging careers.

B. LOCATION AND METHOD OF DELIVERY – indicate the method(s) of and locations for the delivery for this program.

In-person Main Campus Program

V. STUDENT LEARNING OUTCOMES – list 4-5 student learning outcomes for this program.

One Health Pillar

Apply knowledge of One Health to critically analyze the interactions among animals, humans, and their shared environments and provide solutions that could improve health systems delivery

Understand the basic scientific principles of the life and biomedical sciences and be able to apply these concepts to

healthy biological states

Utilize scientific knowledge of biosystems and biomedicine to critically analyze how agents of disease become established in animals and people.

Demonstrate how the interdependence of animals, humans and the ecosystems they share can impact food systems

and transboundary disease excursions

Understand current and experimental modern comparative medical research principles and tools and be able to apply concepts of risk assessment, management and communication to case studies.

Commerce Pillar

Understand small business and corporate structure and operations to include contract development, negotiations, and basic accounting.

Understand components of a balance sheet: assets, liabilities and net worth.

Demonstrate knowledge of risk management tools and have knowledge of perfecting liens via UCC filings and

Deeds of Trust.

Understand the fundamental principles of business ethics as they pertain to the above industries and professional

expectations.

Have introductory knowledge of entrepreneurship and business development.

Have an understanding of communication skills applicable to clients (education, customer service), employees (interviewing, team building, and managing personnel interactions), investors, and media for the above industries.

Human-Animal Interdependence Pillar

Comprehend the role of animals in the evolution of civilization, society, religion, and culture and apply this knowledge in a culturally sensitive, ethical, equitable, community-engaged approach.

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Understand the role of humans in the evolution and domestication of non-human animals and the influence of humans

on animal genomes.

Understand the effect of animals as food in the evolution of human cognition and physical development.

Understand how the perception of animal roles varies by culture, including rural versus urban, economics, religion,

geography, ecosystems, policies and politics.

VI. EXPECTED FACULTY PARTICIPATION

A. CURRENT FACULTY – list the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program.

Name Rank Highest Degree

Primary Department Involvement

Ron Allen Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Michael Anderson Asst. Research Prof PhD Animal & Comp. Biomedical Sciences Lecturing

Alexandra Armstrong Asst. Research Prof PhD Animal & Comp. Biomedical Sciences Lecturing

David Besselsen Veterinarian DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Randy Bogan Assistant Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Gregory Bradley Veterinarian DVM Animal & Comp. Biomedical Sciences Lecturing

Bonnie Buntain Veterinarian DVM Animal & Comp. Biomedical Sciences Lecturing

Shane Burgess Professor & Dean DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Bob Collier 1, * Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Zelieann Craig Assistant Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Peder Cuneo Veterinarian DVM, MS Animal & Comp. Biomedical Sciences Lecturing

Wendy Davis Assoc. Coordinator BS Animal & Comp. Biomedical Sciences Lecturing

Sharon Dial Research Scientist DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Cynthia Doane Veterinarian DVM Animal & Comp. Biomedical Sciences Lecturing

Dan Faulkner Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Sam Garcia Lecturer PhD Animal & Comp. Biomedical Sciences Lecturing

Robert Glock Research Scientist DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Paula Johnson Veterinary DVM, MS Animal & Comp. Biomedical Sciences Lecturing

Luise King Lecturer DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Bibiana Law Asst. Research Prof PhD Animal & Comp. Biomedical Sciences Lecturing

Sean Limesand Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Fiona McCarthy Associate Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Sadhana Ravishankar Associate Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Doug Reed Director, RTIP MBA Animal & Comp. Biomedical Sciences Lecturing

Carlos Reggiardo Sr. Research Scientist DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Ben Renquist Assistant Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Mike Riggs Professor DVM, PhD Animal & Comp. Biomedical Sciences Lecturing

Dave Schafer Director, V-Bar-V PhD Animal & Comp. Biomedical Sciences Lecturing

Lisa Shubitz Assoc. Research Prof. DVM Animal & Comp. Biomedical Sciences Lecturing

Gayatri Vendantam Associate Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Vish Viswanathan Associate Professor PhD Animal & Comp. Biomedical Sciences Lecturing

Scott Wilbur Asst. Prof of Practice PhD Animal & Comp. Biomedical Sciences Lecturing

Susan Wilson-Sanders Veterinarian DVM, MS Animal & Comp. Biomedical Sciences Lecturing

Andre Wright 2, * Professor & Director PhD Animal & Comp. Biomedical Sciences Lecturing

Peter Livingstone Assoc Prof of Practice PhD Agricultural Biosystems & Engineering Lecturing

TBA TBA PhD Agricultural Biosystems & Engineering Lecturing

TBA TBA PhD School of Family & Consumer Studies Lecturing

TBA TBA PhD School of Family & Consumer Studies Lecturing

1 Coordinator, Graduate MS Animal and Biomedical Industries Program 2 Director, School of Animal & Comparative Biomedical Sciences * MS Faculty Advisors

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B. ADDITIONAL FACULTY – list the additional faculty needed during the next three years for the initiation of the program. Please include the source of funds for new faculty.

N/A

VII. FINANCING

A. LIST THE SOURCE OF FUNDS TO INITIATE THE PROGRAM. The Kemper and Ethyl Marley Foundation gifted $9,000,000 for student scholarships and support of rural teaching facilities.

B. PLEASE INDICATE IF A PROGRAM FEE OR DIFFERENTIAL TUITION WILL BE REQUESTED FOR THIS PROGRAM. Note that your request to ABOR for a new program with a program fee/differential tuition requires submission of the form ABOR Request to Establish a New Academic Program Requiring a Program fee at http://www.academicaffairs.arizona.edu/program-fees.

Yes, there will be a $1,500 Program Fee per semester.

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NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST I. PROGRAM NAME, DESCRIPTION AND CIP CODE The Kemper and Ethel Marley Doctor of Veterinary Medicine Definition: A program that prepares individuals, as DVMs, for the current limited independent professional practice of veterinary medicine (involving the diagnosis, treatment, and health care management of animals and animal populations and the prevention and management of zoonosis. Includes instruction in the veterinary basic sciences, infectious and noninfectious disease, diagnostic procedures, veterinary clinical medicine, obstetrics, radiology, anesthesiology, surgery, toxicology, animal health and preventive medicine, clinical nutrition, practice management, and professional standards and ethics) and many and varied bio-economy professions and positions unique to US (but not in international) American Veterinary Medical Association (AVMA) accredited programs. CIP Code: 51.2401

A. DEPARTMENT/UNIT AND COLLEGE – indicate the managing dept./unit and college for multi- interdisciplinary programs with multiple participating units/colleges.

The DVM is part of the CALS School of Animal & Comparative Biomedical Sciences

All professional courses are team-taught by CALS faculty who must hold at least a DVM. DVM-holders employed in any other unit are welcome to participate. However, as this program is a “tub on its own bottom”, outside of RCM, it is unlikely that we will have any such faculty.

Interdisciplinary Participating Units: The College of Medicine-Tucson is currently working with the DVM by providing professional program educational advice, including admissions and shared academic software programs that have been extremely helpful for our accreditation. All of the colleges below are in discussion regarding the development of a core health sciences curriculum.

Letter of support is in APPENDIX 5

College of Medicine-Tucson

College of Medicine-Phoenix

College of Nursing

College of Public Health

College of Pharmacy

II. PURPOSE AND NATURE OF PROGRAM

PROGRAM PURPOSE, MISSION and PRINCIPLES

Our purpose is to train DVMs ready to solve challenges, in classical veterinary careers and beyond, as partners with all other health professionals.

Our mission is to create DVMs who are health professionals and scientists by delivering an innovative, evolving, efficient and engaging education founded on three pillars: Commerce; Human-Animal Interdependence and One Health

Our founding principles are based on delivering outcomes for Arizonans based on our LGU promise through:

Focusing on outcomes and not processes or outputs.

Commitment to broad accessibility rather than academic elitism.

Commitment to continual evolution in state-of-the-art education.

Not competing with Arizona’s private industry and to facilitating Arizona’s economy directly through maximizing public-private partnerships.

Delivering an international-level education

Reducing veterinary student academic costs and thus student debt.

Preparing graduates for both traditional careers and careers that DVMs may not usually be chosen for and for careers yet to emerge.

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Overall Teaching, Research and Service Commitment:

Teaching:

Our curriculum must train students to meet the AVMA’s clinical competencies so that they can prepare to pass the National Board of Veterinary Medical Examiners North American Veterinary Licensing Examination.

1) The required pre-professional 30 credits in Commerce, Human-Animal Interdependence and One Health leading graduate students to a MS in Animal and Biomedical Industries from ACBS and, if successfully selected into the professional program and its courses, a DVM degree. For undergraduates the 30 credit hours will be applied towards a BS and, if selected, a DVM degree; and

2) The 3-semester-equivalent (16 wk), year-round professional curriculum will graduate DVMs in 3 calendar years with 9 semester-equivalents (plus the two required semesters in (1) above. This 11-session curriculum compares to eight semesters in all other U.S. AVMA accredited DVM programs.

The UA’s facilities are extensive to deliver this curriculum including:

A. On Campus facilities ( 100% of core education) include:

1. UA Heath Sciences Campus in Tucson: Colleges of Medicine, Pharmacy, Nursing, Public Health, Banner University Hospital and Laboratory Animal Care

2. Oro Valley Veterinary Clinical Skills Training Facility & One Health Research Center; a 33,000 sq ft for state-of-the-art small animal clinical skills training including diagnostics, clinical pathology, simulation, physiology, small animal anatomy, visualization capacity, high-performance computing, diagnostic imaging, surgery and examination rooms;

3. Animal Research Center (ARC), a 40,500 gsf state-of-the-art large animal anatomy facility with collaborative learning areas;

4. Food Safety & Products Laboratory which includes a USDA inspected slaughter and processing plant as well as food safety testing facility for teaching and contract service

5. Ames Animal Hospital Learning Center for teaching small-, production-animal, equine, urban-rural, ambulatory, emergency/ICU practice; 6) The AZ Veterinary Diagnostic Laboratory in Tucson;

6. Al Marah Ranch (88 acre) for theriogenology, equine medicine and surgery

7. UA feedlot for beef feedlot production and medicine

8. AZ Veterinary Diagnostic Laboratory, an AAVLS accredited NAHL facility

9. University Animal Care (UAC), multiple animal facilities and campus-wide animal care oversight. UAC provides assistance to scientists, physicians, staff, and students who have received Institutional Animal Care and Use Committee (IACUC) approval to perform research, testing, or educational studies on animal subjects.

10. UA OIE World Reference Laboratory for Shrimp diseases

11. DC Ranch (45 acre), V-V ranch (70,000 acre) and Santa Rita ranch (51,000 acres) for beef, ranch land management, small ruminant dairy and aquaculture

12. UA Yuma for beef feedlot, dairy, international, slaughter and processing, one health

13. Reid Park Zoo (City of Tucson); shared hospital facility and veterinarian.

14. Humane Society of Southern AZ shared facility (non-profit), small animal surgery and medicine, behavior, retail

15. Pima Animal Care Center (Pima county) shared facility, small animal surgery and medicine, behavior

16. Hermitage No Kill Cat Shelter & Sanctuary shared facility (non-profit), chronic care.

B. Off Campus facilities where a maximum of 8 weeks elective education will occur. Five private partners for specific expert externship training in: oncology, ophthalmology, orthopedics, behavior, neurology, dermatology, internal medicine, radiology, dental care, emergency & critical care. Veterinarians from these practices and others will be paid to teach also in pre-professional and professional years 2&3.

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NATURE OF THE PROGRAM This is a professional degree program conferring a Doctor of Veterinary Medicine that is entered by selection from the pre-professional course done at the UA. This pre-professional course is submitted with these documents as the Master of Science Degree (MS) in Animal and Biomedical Industries.

PROCESS OF THE PROGRAM

In summary, the outcomes of our DVM Professional Program are:

ACBS graduate students obtain (when approved by the UA) a Master of Science in Animal and Biomedical Industries after 2 semesters of courses on the foundational pillars of the professional (DVM) program.

Graduates with a Doctor of Veterinary Medicine (DVM) degree, are able to enter the profession immediately;

A cadre of graduate students with combined MS and DVM degrees;

Undergraduates (from ACBS and other UA programs) who are not accepted into the DVM program can utilize the 30 credit hours of pre-professional courses towards a Bachelor’s degree and can also continue to apply to the DVM in following years; and

ACBS graduate students will earn an MS, and if not accepted into the DVM can enter the workforce or another graduate program and reapply to the DVM program.

The pre-professional (30 credit hours over 2 semesters) and professional (178 credit hours over 9 semesters – bear in mind that credits in this program are matched to hours of work in a manner closer to those in the College of Medicine than in the graduate college) parts of the curriculum will together:

Prepare students for new and evolving career paths through enhanced education in the Three Foundational Pillars: Commerce, Human-Animal Interdependence and One Health.

Develop a curriculum that has clear performance expectations through the use of outcome-based objectives assessed in an ongoing fashion with formative and summative evaluation.

Engage students in an active learning environment using a variety of effective teaching methods and educational resources delivered through on-campus and electronically delivered courses, and a hybrid clinical program utilizing animal resources of the University of AZ and private, public, corporate and non-governmental practices.

Emphasize scientific principles and the art of veterinary practice through the integration of basic biomedical and clinical sciences with the overarching Three Pillars.

Engage students in a positive learning environment that fosters collegiality among students, campus-wide faculty, and community partners while promoting self-esteem, confidence, cultural awareness, effective communication skills, and personal and professional ethics.

Provide students with a curriculum that requires and develops critical thinking and professional skills.

Guide students to recognize the importance of life-long learning needed to maintain high standards throughout their careers.

Provide students with a broad exposure to opportunities for veterinarians through mentorship, collaborative experiences with our educational partners, interactions with communities locally and globally, and research experiences.

III. PROGRAM REQUIREMENTS – list the program requirements, including minimum number of credit hours, required courses, and any special requirements, including sub specializations, sub plans, theses, internships, etc.

Admissions Policy

Prerequisite Courses for entry into the Pre-professional Program:

The following courses can be completed at the UA, any accredited US or international university with UA equivalency, in any High School offering AP or Cambridge Advanced International Certificate of Education. If completed at another institution students must seek credit approval from the UA Admission Office.

One year each of: College-level: English (Language and Composition), General Chemistry + Lab, and Biology + Lab; and Math 125.

Prerequisite Courses for entry into the Professional Program (i.e., DVM):

Students must pass all subjects in the pre-professional year to be considered for selection into the first professional year.

Admissions Committee

Our professional program’s Admissions Committee will be responsible for creating and objectively evaluating all applicants’ qualifications. The majority of the Admissions Committee are required by the accreditors to be UA faculty. Included as members are other qualified Appointed Personnel and a student representative; the remainder will be qualified stakeholders—all consistent with the AVMA accreditation requirements. The college home (if any) of the Admissions committee is irrelevant. Members serve 3-year terms.

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A. CURRENT COURSES AND EXISTING PROGRAMS. None.

B. NEW COURSES NEEDED: ALL pre-professional courses, which may lead to the MS degree in Animal and Biomedical Industries have been submitted for UA internal approval in parallel with this application. All pre-professional and professional courses will be team taught so faculty from all colleges of the university have the potential to be included so that the AVMA’s clinical competencies (Section IV.A) can be optimally met. The pre-professional program, which will generally lead to the MS degree in Animal and Biomedical Sciences, is submitted for UA internal approval connected with this application. Pre-professional, is the prerequisite course for the professional program of the DVM. Course credit transfer is discussed in the introduction.

Years 2 and 3 of the professional curriculum (6 semester-equivalents)

Delivered over two calendar years in six semester-equivalents (fall, summer, spring) of 16 wk each.

Primary Locations: Oro Valley Veterinary Clinical Skills Training Facility & One Health Research Center, Animal Research Center, Al Marah

Grading: Pass/Fail (adopted from College of Medicine, Tucson)

Years 2-3 consist of eleven systems courses (VM803-812) that emphasize basic science, physiology, anatomy, medicine, and surgery pertaining to a specific organ. The systems courses are didactic with team learning sessions that range from 4 to 10 weeks in length and a final 15 week course (lifecycles) that integrates all systems course material into a survey of health and disease through the life of each of the primary veterinary species. The primary objective of these courses is to provide the medical knowledge foundation necessary for the practice of veterinary medicine. In addition, two courses that span all nine blocks, Clinical, Research, and Professional Skill (VM801) and Case based critical thinking (VM 800) will provide the opportunity for the student to integrate the medical knowledge learned in the systems courses into the development of clinical skills and case management/critical thinking. VM 801 consists of hands-on clinical skills laboratories and small group discussion semester equivalents. The clinical skills learned will be integrated with the systems courses to link the medical knowledge to the hands-on practice of veterinary medicine. VM 800 uses clinical case material to develop the student’s critical thinking and includes reflective exercises to solidify the critical thinking process. The cases will be integrated with the concurrent systems courses allowing the students to utilize the medical knowledge learned but will emphasize the elements of critical thinking by integrating basic science concepts with a structured, reflective approach to medical problem-solving. The faculty will build and maintain relationships with community veterinary and other health sciences professionals throughout the curriculum development and delivery processes to ensure that the curriculum emphasizes material that will contribute to day one competencies expected by the veterinarians who will be colleagues of the DVMP graduates. The Y4 required rotations will focus on providing the necessary clinical and non-clinical skills needed for day-one competence as outlined by 11 global program competencies (See Standard 11. Assessment). These competencies are mapped to the course and session objectives of all Y2&3 courses and the Y4 rotation objective to ensure that each curriculum objective is met by graduation for each of the students. The students will be engaged with the University Colleges of Medicine, Pharmacy, and Nursing campuses and faculty especially in basic and applied medical health sciences through a uniform core curriculum currently being developed by these core health science programs at the University of Arizona. A key focus of Y2&3 will be on health: its promotion and protection as well as disease prevention, control, treatment and response. The curriculum will promote self-esteem, confidence, cultural awareness, effective communication skills, interdisciplinary culture, personal, and professional ethics.

Course detail

VM 800 Case-based Critical Thinking. Course credit hours: Fall, 3; Spring, 3; Summer, 3.

Case-Based Instruction (CBI) is a small-group curricular component that is integrated into every block with semester-equivalents scheduled every week throughout the blocks in Years 2 and 3. CBI focuses primarily on the development of medical problem solving, critical thinking skills and has no didactic teaching component. Each week students are presented with a clinical case to study, discuss, and “solve.” The cases will be developed from clinical cases seen by veterinarians in the affiliate clinical practices and from clinical case banks such as the ThinkSpace cases developed at Iowa State University. This method provides students with self-directed opportunities to work on realistic cases, identify and fill gaps in their knowledge, and discuss their interpretations of the case with other students prior to meeting with the case facilitators. While refinement of medical knowledge is a component of this course, its emphasis is the process of critical thinking and problem solving, integrating the challenges and veterinary opportunities as they relate to the three pillars.

The sequence of blocks was developed to allow the use of progressively more complex cases that prepare the student for understanding multisystemic diseases and multi-sectorial approaches. For clinical cases, students will be required to look at the patient as whole while assessing for primary organ system dysfunction. Cases will integrate the principles of health

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maintenance as they relate to each case and may have health maintenance as the primary focus of the exercise. Students will be asked to review lecture podcasts or other material prior to the interactive semester equivalents.

VM 801 Clinical, Research and Professional Skills. Course credit hours: Fall, 6; Spring, 6; Summer 6;

The clinical and professional skills course is taught utilizing laboratory and small group discussion semester equivalents. Minimal to no didactic teaching is done in this course. Students may be asked to review lecture pod-casts or other material prior to the clinical and professional skills semester equivalents. During Years 2-3, students will be assigned to groups with a mentor and faculty supervisor to select a research project that will continue until a poster presentation and/or publication in Year 4 final trimester.

Clinical and professional skills training begin with the onset of the curriculum. Clinical and professional skills semester-equivalents will utilize standardized case material, simulated clients, models, and client-owned animals. Professional skills include communication, ethics, business, and evidence-based decisions. Both the professional and clinical skills are coordinated with aspects of the three pillars learned in the pre-professional Program and other basic science material being studying in the concurrent systems courses, allowing for meaningful integration of clinical and basic science concepts and real-life application of clinical thinking skills. The clinical skills include: anamnesis, physical and behavioral examinations, medical records (SOAP) notes, minimally invasive techniques (venipuncture, ultrasound examination, radiography, urine collection (free and cytstocentesis), fecal collection, as well as basic surgical skills (skin incisions, tissue handling, suturing). The complexity of the skills will advance throughout years 2-3 with the students in year three preforming minor surgery, dental prophylaxis, ovariohysterectomies and castrations on client owned dogs and cats.

VM 802 Foundations. Course credit hours: Fall, 12.

The Foundations course uses didactic and team-learning instruction to provide students with background clinically focused knowledge in the core sciences reinforcing the application of those sciences to the three pillars that are fundamental to an understanding of veterinary medicine. This course includes a review of anatomy, histology, cell biology, biochemistry, physiology, pathology, immunology, microbiology, genetics and embryology. A solid knowledge of the material taught in Foundations gives students essential background for the systems courses that follow and ultimately for clinical practice. In this course students take the Health Sciences Core Curriculum currently being developed with the Colleges of Medicine, Public Health, Nursing and Pharmacy.

VM 803 Introduction to Nutrition, Pharmacology, and Toxicology. Course credit hours: Fall, 6.

The Introduction to Nutrition, Pharmacology, and Toxicology course uses didactic and team-learning instruction to build on the basic science presented in the foundations block. The basic comparative principles of nutrition, pharmacology, and toxicology will provide a sound foundation for understanding these disciplines within the context of the systems courses that follow. The course will integrate the physiological basis of nutritional needs in multiple species, pharmacological activity of drug classes and the basic mechanisms of common toxic agents. These sciences link very well with aspects of the three pillars that will be reinforced.

VM 804 Hemic-lymphatic System. Course credit hours: Spring, 6.

The hemic-lymphatic system course uses didactic and team-learning instruction with a focus on normal hematopoiesis with emphasis on the maintenance of normal function and the pathological mechanisms that characterize response to disease. Emphasis will be on understanding the role of the hematopoietic system in maintenance of overall health. Primary disease of the hematopoietic system, including hematological oncology will be emphasized in this systems course. The effects of other organ systems in health and disease will be covered in greater depth within each organ system building on the foundations in this course.

VM 805 Musculoskeletal System. Course credit hours: Spring, 9.

The Musculoskeletal System course uses didactic and team-learning instruction to provide a basic comparative understanding of the musculoskeletal system designed to help students approach maintenance of musculoskeletal health and disease. The course reviews the location and function of bones, muscles, peripheral nerves, and vessels of the limbs and the structure and physiology of the basic tissues of the musculoskeletal system (cartilage, bone, joint, and muscle). Common diseases, their underlying pathologic mechanisms, current diagnostic techniques, and therapeutic plans in the primary species (dog, cat, horse,

VM 806 Neurology and Behavior System. Course credit hours: Summer, 10.

The Nervous System course uses didactic and team-learning instruction to provide a comprehensive overview of general principles in neuroscience, neuropathology, neurology, neuropharmacology and animal behavior. The overarching goals are to introduce students to the structure and function of the nervous system while integrating related histology, comparative pathology of common diseases, pharmacology, clinical applications of diagnostic procedures including imaging in neurology,

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and medical and surgical treatments. In addition, the basis of common behavioral issues and their prevention, diagnosis and treatment will be addressed.

VM 807 Digestion, Metabolism and Hormones System. Course credit hours: Summer, 9.

The Digestion, Metabolism and Hormones systems course uses didactic and team-learning instruction to provide an integrated presentation of topics focusing on digestion and absorption of food (carbohydrates, lipids and protein), water, vitamins and some minerals, nutritional aspects of macronutrients and micronutrients, fuel metabolism and storage, and the role of hormones in controlling physiological and biochemical functions of the gastrointestinal system in animal species. The course integrates the anatomy, histology, physiology, biochemistry, pathology and pharmacology of the gastrointestinal system with a comparative emphasis. The course integrates normal nutritional requirements information to discuss the role of nutrition in metabolism and to evaluate the consequences of nutritional deficiencies and maintenance of health through understanding nutritional needs.

VM 808 Renal/Urinary System. Course credit hours: Fall, 6.

The Renal/Urinary systems course uses didactic and team-learning instruction to provide an integrated presentation of comparative nephrology with emphasis on the role of the renal system in fluid and electrolyte balance, acid-base homeostasis, and maintenance of blood pressure. Renal physiology, histology, anatomy, and pathology will form the foundation for understanding the mechanisms of renal disease, appropriate diagnosis of azotemia (pre-renal, renal, post-renal), the role of the renal system in multisystemic disease and a survey of congenital/hereditary/dysplastic, infections, and neoplastic renal disease. The role of the kidney in pharmacodynamics and renal-specific principles of pharmacology in the treatment of renal and non-renal disease will be discussed.

VM 809 Cardiovascular and respiratory System. Course credit hours: Fall, 9.

The Cardiovascular and Pulmonary Systems course uses didactic and team-learning instruction to provide students with an in-depth understanding of the cardiovascular, lymphatic, and respiratory systems using an integrated approach encompassing anatomy, histology, physiology, pathology, pharmacology, and clinical medicine. A comparative approach to cardiovascular and pulmonary diseases will integrate the role differences in anatomy, physiology, husbandry, and genetics of the species play in development of cardiovascular and pulmonary disease. The effects of cardiac and respiratory function on the development or exacerbation of disease in other organ systems will be discussed.

VM 810 Reproduction and Endocrine System. Course credit hours: Spring, 9.

The Reproductive/Endocrinology System block uses didactic and team-learning instruction to provide an understanding of the biology and medicine of reproduction, theriogenology, and normal and abnormal development. It is designed to address comparative reproductive anatomy, histology, physiology, pathophysiology, and endocrine function through the life span from conception to pregnancy, parturition, development to adulthood in the common species (dog, cat, horse, ox, pig). The prevention, diagnosis, and treatment of common reproductive disease will be emphasized. The effects of environment, nutrition, husbandry, and genetics on maintenance of reproductive health will be emphasized.

VM 811 Integument System. Course credit hours: Spring, 3.

The Integument systems course uses didactic and team-learning instruction to provide a strong foundation in understanding primary and secondary skin disease. Comparative histology, physiology, microbiology, and pathophysiology will form the basis for understanding how the skin reacts to metabolic, infectious, nutritional, and endocrine related diseases. The course will discuss the integument as a reactive organ that manifests disease changes in response to many primary diseases of other organ systems. Diagnosis, treatment and prevention of common primary and secondary diseases of the integument will be presented in a comparative manner. Understanding healthy skin as a primary barrier to the environment and its role in the immune system will be emphasized.

VM 812 Life cycles. Course credit hours: Spring, 30 (12 didactic; 18 laboratory).

This ultimate block of the VMD3 is an expanded clinical and professional skills course that focuses on clinical and surgical skills, client communication, and case management using didactic, laboratory, and discussion group semester equivalents. The block is devoted to intensive hands-on clinical preparation for students moving into Year 4 rotations. The didactic portion of the block focuses on diseases in the context to age in multiple species with emphasis on multisystemic disease. The laboratory semester-equivalents in this block with emphasize principles of anesthesia, surgery, diagnostic imaging, clinical pharmacology, and emergency/critical care. The students will utilize the knowledge acquired in the systems courses and the basic clinical and professional skills learned during the previous Clinical, Research, Professional skills course.

Year 4 of the professional curriculum (3 semester-equivalents)

VM 813. Core Rotations. 46 wk; 4 wk for assessment; 60 total credit hours, delivered over 3 semester-equivalents.

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Each required rotation connects directly to the three pillars and the 11 core competencies

38 wk of rotations

8 wk of electives/ retakes/ remediation

2 wk midyear assessment

2 wk end of year assessment

Rotations 1-10 below are concurrent.

1) Companion Animal and Community Practice- 6 wk, 10 students

Medicine, surgery, dentistry, anesthesia, ambulatory, emergency, intensive care, radiology, behavior and handling, business practices communication, client education. Location: Ames Animal Hospital Learning Center.

2) Rural Mixed Animal and Community Practice- 6 wk, 10 students

Medicine, surgery, dentistry, anesthesia, ambulatory, radiology, communication, client education, business practices, behavior and handling, ecosystem management and field necropsy involving all primary veterinary species. Location: DC Ranch.

3) Production Animal Practice- 4 wk, 10 students

Medicine, surgery, dentistry, anesthesia, ambulatory, radiology, emergency response (via the AZLivestock Incident Response Team), aquaculture, beef, swine, dairy, poultry, communication and client education, behavior and handling and business practices integral to production animal practice. Eight day tour of Arizona, Mexico and California aquaculture: tilapia, shrimp, sturgeon, bass, turbot facilities including the UA OIE World Reference Laboratory for Shrimp diseases, SeaWorld, Hubbs-SeaWorld Research Institute, Central Valley. Location: Oro Valley Veterinary Clinical Skills Training Facility & One Health Research Center.

4) Equine Practice- 2 wk, 10 students

Medicine, surgery, dentistry and anesthesia, ambulatory, behavior and handling, environmental management, communication, client education, business practices, racetrack industry. Location: Al Marah Ranch.

5) Pathology- 4 wk, 10 students

Diagnostic pathology: gross pathology, histopathology, clinical pathology, practical microbiology. In addition to typical instruction, students will learn about providing optimal information to a diagnostic laboratory on sample/case submission and optimal reporting from the laboratory. Location: AZ Veterinary Diagnostic Laboratory.

6) Zoo and Wildlife Medicine, Surgery and Management - 4 wk, 10 students

Medicine, surgery, anesthesia, emergency, intensive care, radiology, enrichment, ethology, one health, habitat management, genetic management, business, philanthropy, chronic care, hospice, community education and conservation, regulation, retail, the convention on international trade in endangered species of wild fauna and flora (CITES). Location: Tucson Zoological Gardens.

7) Shelter Medicine and Management- 4 wk, 10 students

Small animal medicine, surgery, dentistry, anesthesia, emergency, intensive care, radiology enrichment, behavior assessment, non-profit business management, communication, client and community education, regulation, retail, one health, chronic care, hospice. Location: HSSA, PACC, Hermitage.

8) Public and Corporate - 2 wk, 10 students

Public health and regulatory: food safety, zoonoses, wildlife management and emergency response, epidemiology, federal and state government, military, corporate veterinary practice, corporate animal health, pharmaceuticals, and retail. Location: Oro Valley Veterinary Clinical Skills Training Facility & One Health Research Center.

9) Comparative Medicine - 2 wk, 10 students

Medicine, surgery, one health, laboratory animal enrichment, research, corporate use, regulatory, grant writing. Location: UA Animal Care.

10) One Health in Practice- 4 wk, 10 students

One health research, education and practice. Food safety and security, interstate and international food trade, disease emergence/resurgence, environmental and animal health challenges in the interconnected biotic and abiotic environments, religious and cultural mores, epidemiology. Location: UA Yuma.

VM 814 Elective or Remediation Rotations – 8 wk

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Eight weeks are available for elective rotations. These rotations may consist of repeating rotations 1-10 above based on the student’s interest, the five pre-approved clinical partners or non-clinical sites or other sites identified by the student. Electives must be approved by the Director of the 4th year curriculum. Elective block time will also be used for student remediation.

Assessment Blocks, 4 wk 2-week blocks in the middle and at the end of Year 4 for practical clinical examinations (OSCEs), written examinations, lectures, and remediation.

C. ACCREDITATION REQUIREMENTS

1) The required pre-professional 30 credits in Commerce, Human-Animal Interdependence and One Health leading graduate students to a MS in Animal and Biomedical Industries and undergraduates towards either a BS and/or DVM degree;

2) The professional curriculum described herein.

3) National Board of Veterinary Medical Examiners North American Veterinary Licensing Examination pass rate of >85%.

4) Research: All AVMA accredited programs must maintain a modicum research component. The UA, CALS and ACBS more than fulfills this requirement. CALS FY 2015 sponsored Projects awarded is $46,720,685.50; for SACBS it is $3,806,776.84.

5) Clinical Resources: Normal and diseased animals of various domestic and exotic species for instructional purposes, either as clinical patients or provided by the institution. In-hospital and out-patients (including field service/ambulatory and herd health/production medicine programs are required to provide the necessary quantity and quality of clinical instruction. A diverse and sufficient number of surgical and medical patients be available during an on-campus clinical activity for students’ clinical educational experience. Access to subject matter experts, reference resources, modern and complete clinical laboratories, advanced diagnostic instrumentation and ready confirmation (including necropsy). A teaching facility to provide nursing care and instruction in nursing procedures. A supervised field service and/or ambulatory program for clinical experience under field conditions. Medical records must be comprehensive and maintained in an effective retrieval system to efficiently support the teaching, research, and service programs of the college.

Clinical and professional skills education and training building: Located on UA existing property. This building will serve as a foundational primary educational site for companion animal species (i.e. dog, cat, avian, exotic, etc.) for students in years 2 and 3 and for ad hoc remedial training of students in year 4. This 29,000 square foot facility sits on a 5 acre campus and will provide: ample administrative and office space, locker rooms, large lunch/break room; collaborative learning center and mock exam rooms equipped with advanced teaching technologies; laboratory for anatomy and simulation models; clinical pathology/microscopy laboratory; companion animal holding facility with species-specific housing rooms, isolation rooms, cage wash, and storage; live animal clinical skills teaching laboratory; multi-station anesthesia preparation room; post-operative recovery and intensive care unit; diagnostic imaging rooms for digital x-ray, ultrasound, and endoscopy; multi-station dentistry; multi-station sterile surgery room with adjacent surgeon scrub, surgical instrument and pack preparation with sterilization; pharmacy; storage for gas tanks, hazardous waste, etc. Agreements are in place with local animal shelters and animal rescue organizations to bring live animals to this facility to teach basic veterinary medical care (handling, restraint, physical exam, sample collection, blood and body fluid analysis, parasitology, cytology, drug administration, analgesia, etc.) and elective/diagnostic procedures (anesthesia, spay, neuter, dentistry, imaging, etc.). We also anticipate student and faculty owned animals will be voluntarily brought to this location for teaching activities. This site will essentially serve as an on-site companion animal hospital for teaching basic veterinary care throughout the VM2/3 curriculum to prepare students for the VM4 clinical year, in addition to providing space for didactic and laboratory instruction. A portion of the building (10-15% of total square footage) will house the One Health consortium that will focus on animal genomics and microbiomics research.

Our practicum clinical resources are categorized as:

On-campus UA Clinical Facilities: owned by the UA or a public-private partnership where the university and its foundation has entered into a financial agreement that extends much beyond merely reimbursement per student per rotation. Full on-campus IDC rates apply.

Off-campus Clinical Partner Facilities: five private or corporate practices that may be paid per student per rotation and are required to fill a specific learning experience not available by our internal facilities, such as emergency/ICU for exotic animal patients. Full on-campus IDC rates do not apply.

The UA’s internal primary clinical facilities are extensive to deliver clinical experiences, including those beyond basic medicine and surgery to engage students in the veterinary art and practice of three pillars- One Health, Human and Animal Interdependence, and Commerce. We use the broad definition of “clinical” to encompass knowledge, skills and aptitudes required by our curriculum including “hands on clinical” practice.

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Many of these internal facilities are in various stages of on-going or planned renovations**:

1) A state of the art small animal clinical skills facility (highlighted above) with veterinary diagnostics and animal simulation, physiology, anatomy and visualization capacity;**

2) A UA owned rural multi-species 24 hour veterinary clinic with small animal, equine, bovine and other ruminant medicine and surgery;** The ambulatory large animal part of this clinic and surrounding area includes:

beef cow/calf and ranch horses limited surgical, diagnostic, laboratory and hospitalization facilities & equipment; about 100 ranch colts castrated per year; small animal and pleasure horse care and emergencies and if needed referred Tucson practices; routine veterinary services for all species and 24/7 emergency basic veterinary services; A.I. breeding, direct embryo implantation, age and source facilitation; import/export testing, quarantine & preparations; semen testing; an official USDA Animal Disease Traceability program tagging site; on-site ELISA BVD-PI and bovine serum pregnancy laboratory; bull and cow-herd drought rehabilitation; in-confinement cow/calf herd maintenance; custom all-natural locker beef feeding; USDA/PVP verification programs and marketing services; and corrals and chutes can facilitate veterinary care for almost all types of large domestic livestock including unbroken horses and unruly, difficult-to-handle cattle/bulls;

3) A high quality UA Veterinary Diagnostic Laboratory for anatomical and clinical learning;

4) Two UA owned ranches in the Verde Valley with field necropsies, bovine theriogenology, field equine medicine and surgery, goat dairy practice, aquaculture medicine, and urban poultry practice;**

5) State of the art facilities planned at two major humane societies for small animal medicine and surgery and public and population health practice, and a renovated cat no-kill shelter with chronic disease management;**

6) State of the art planned medical and surgical facilities as the premiere Reid Park Zoo for all of the major zoological species;**

7) UA owned facilities in Yuma where all students will learn One Health in practice with a variety of clinical resources including slaughter and feedlot facilities; dairies; wildlife refuges and animal, water and land conservation; and extensive produce production- a “One Health laboratory.”

8) UA’s Animal Care Center in the College of Medicine with modern surgical facilities for comparative medical research, small animal laboratory animal medicine and surgery, and sheep medicine and surgery;**

9) Al Marah Equine Center with renovated equine theriogenology, medicine and surgery.**

Since some of the locations cover a large practice area, students will receive a variety of clinical experiences. Our extensive internal clinical resources and facilities deliver most of our year 4 educational programs, and only select a few practice partners are needed where there are gaps, such as exotics emergency/ICU, peri-urban equine practice and specialty practices for elective rotations. We align our curriculum to the COE’s and our three pillars competencies, and educate students in the art and science and breadth of veterinary profession that matches our mission by requiring 11 fourth year (38 wk) of externship rotations and 8 wk of elective externships.

Off-campus Clinical Partner Facilities: high quality and volume practices with board certified veterinary specialists:

1) Valley Animal Hospital/VCA: to deliver small animal and exotic medicine and surgery emergency/ICU; two locations 2) Southern Arizona Veterinary Specialists - two locations; 8 Board Certified veterinarians in ACVA, ACVECC, ACVR (2),

ACVIM, ACVO (2), AACVSD 3) Veterinary Specialty Center of Tucson 4) Pima Pet Clinic 5) River Road Pet Clinic: AAHA certified; small and exotic animal medicine and surgery.

We also other clinical and non-clinical sites, please refer to APPENDIX 2: List of Clinical Practice Partners Expressing Interest.

All accreditation requirements are in APPENDIX 4: REQUIREMENTS OF AN ACCREDITED COLLEGE OF VETERINARY MEDICINE: The Standards of Accreditation

D. DISTANCE LEARNING. No specific Year 2-3 courses are currently designed to be delivered by distance learning without in-classroom time. However, we are working with COM to determine by 2017 what individual on-line lectures will be applicable in the basic health sciences.

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES

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By completion of the Professional Program (i.e., DVM), a student will:

1. Demonstrate knowledge, skills and aptitudes regarding case management, including comprehensive patient diagnosis (problem solving skills), physical examination, and appropriate use of clinical laboratory testing, radiology, and patient-client record management (Required for accreditation)

2. Create a comprehensive medical plan for a case, including reasons for referral if indicated. (Required for accreditation)

3. Apply proper surgical anesthesia, pain management, and patient welfare to various species of animals (Required for accreditation)

4. Demonstrate basic surgical and dental skills including pre- and post-surgery case management (Required for accreditation)

5. Assess and determine a plan of care for emergency and intensive care case management (Required for accreditation)

6. Define and give examples of the roles of veterinarians in public and global health cases (Required for accreditation)

7. Assess proper client communication skills and ethical conduct (Required for accreditation)

8. Assess legal, economic, political, social, cultural and technological systems operating from a local to a global scale (Commerce) (Required by our program and taught with a team of internal and external experts)

9. Apply knowledge of One Health to critically analyze the interactions among animals, humans, and their shared environments and provide solutions that could improve health systems delivery (Required by our program)

10. Describe orally and in writing the roles animals play in human health and well-being (mental, physical and emotional) and the impact on the health and well-being of the animals themselves, including pets, service animals, recreation, food safety, security and nutrition (Human-Animal Interdependence) (Required by our program)

11. Critique published, new information and research findings relevant to veterinary medicine and risk analyses for improving health (Required by both).

Specific Learning Objectives for the Core Clinical Competencies

In addition to the nine core AVMA clinical competencies, we have added two specifically related to human-animal interaction and business. These 11 AVMA clinical competencies are the basis for development of the curriculum and will be assessed throughout the professional program.

Competency 1 - Demonstrate knowledge, skills and aptitudes regarding comprehensive patient diagnosis to include a thorough history, physical examination, appropriate use of clinical laboratory testing, and record management. Graduates develop specific skills in diagnosis and problem-solving by incorporating increasingly complex clinical cases in a variety of settings in Case-based instruction semester-equivalents, Team-based learning semester-equivalents and primary clinical case management. Graduates will identify, perform, and interpret appropriate diagnostic tests, develop appropriate differential diagnoses and communicate findings and recommendation in the medical record, to the clinical team, and to the client.

Measurable learning Objective for patient diagnosis and demonstration of problem solving skills.

Graduates will be able to:

1. Obtain an accurate medical and behavioral history in the context of the patient, the client, and the social and economic

environment.

2. Perform a complete and organ specific physical examination for multiple species.

3. Identify a comprehensive list of clinical problems.

4. Develop a diagnostic plan including selection and interpretation of the results.

5. Perform commonly used diagnostic procedures necessary for completion of the plan under variable circumstances.

6. Develop a comprehensive differential diagnosis using deductive reasoning in solving the identified clinical problems.

7. Communicate findings through organized and complete medical records, consultation with others in the medical team,

and discussion with the client.

Graduates will demonstrate their knowledge of the following domains.

1. The scientific methods in developing evidence-based diagnoses and therapeutic plans.

2. The use of technology-based modalities to acquire new information and resources for lifelong learning.

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Competency 2 - Devise and implement a comprehensive treatment plans that are patient-focused and context-appropriate to include patient referral when indicated and demonstrates an understanding of pharmacology and therapeutics, both medical and surgical, and the ability to evaluate their effectiveness and respond accordingly. The graduates develop treatment plans with discussions that include the role of referral practices in whole patient management to provide client and patient focused care. They understand the concepts of therapeutics/pharmacology and develop therapeutic plans (both medical and surgical) in the context of affected organ systems, the body as a whole, and comparative physiology, nutrition, behavior, and pharmacology with recommendations for prevention in the future. They are able to integrate into their plan considerations for socioeconomic, religious, cultural and relationship factors.

Measurable learning objectives for comprehensive treatment planning, including patient referral.

Graduates will be able to:

1. Construct appropriate management strategies (both diagnostic and therapeutic) for patients with common acute and

chronic diseases encompassing both short and long term approaches.

2. Select species specific nutritional, pharmacological, surgical, and behavioral treatment plans that recognize the

comparative aspect of veterinary medicine.

3. Work effectively with specialists in all disciplines to provide comprehensive patient-focused care.

4. Understand and respect the contributions of other veterinary health care disciplines and professionals, and show

appropriate participation, initiative, and cooperation as a member of a veterinary health care team.

Competency 3 - Effective anesthetic and pain management protocols consistent with a high standard of patient welfare. Apply species-specific knowledge of humane handling, restraint and confinement to create an atmosphere conducive to health and healing. Graduates develop and apply the clinical skills necessary to devise and perform effective anesthesia and pain management protocols in the context of each species and the underlying clinical condition. They use the current understanding of pain perception in patients to develop pain management plans and address the ethical issues related to provision of appropriate pain management as they apply in specific cases. Measurable learning objectives for anesthesia and pain management, patient welfare.

Graduates will be able to:

1. Develop comprehensive anesthesia protocols for all major species in the context of the underlying clinical diagnosis and

species or breed-specific characteristics.

2. Design short and long term pain management for acute and chronic disease processes in the context of species and

underlying disease.

3. Provide patient-centered relief of pain in an ethical and prudent manner for medical and surgical procedures.

Graduates will exhibit:

1. Compassionate treatment of patients.

2. Integrity, reliability, dependability, truthfulness in all interactions with patients, clients and colleagues.

Competency 4 - Surgical and dental skills to include pre- and post-surgery case management. Graduates perform multiple surgical procedures such as ovariohysterectomies and neuters prior to the final clinical rotations as well as selected elective and emergency procedures during the clinical rotations. They develop surgical treatment plans for organ specific diseases and understand the potential complications of each surgical procedure. They have primary case management responsibility during both the pre-clinical rotations and clinical rotations.

Measurable learning objectives for basic surgery skills, experience, and case management. Graduates will be able to:

1. Use history, physical exam finding, diagnostic tests and special radiographic findings to develop a comprehensive surgical

treatment plan for common surgically treated disease processes.

2. Perform common surgical approaches for both bone and soft tissue procedures.

3. Develop post-surgical treatment and case management plans to address and prevent common post-surgical complications

(wound dehiscence, infection, nonunion).

4. Incorporate anesthesia and pain management into their pre-surgical and surgical planning.

Graduates will demonstrate their knowledge in these specific domains:

1. Normal comparative structure and function of the body as a whole.

2. Normal comparative structure and function of each organ system.

3. Physical and biochemical functions related to normal organ function.

4. Pathophysiology/pathology related to the tissue reparative process.

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5. The foundations of surgical procedures in relationship to outcomes, treatments, and prevention and in relationship to

specific diseases in multiple species.

Competency 5 - Medicine skills necessary for comprehensive case management. Graduates will have the basic medical (physical examination, anamnesis, interpretation of diagnostic tests) and case management skills necessary to address common medical disease processes. They will understand evidence-based medical practice that allows continued development of their diagnosis and treatment skills. They will have primary case responsibility for the development of comprehensive case management and selection of necessary diagnostic tests.

Measurable learning objective for the basic medicine skills, experience, and case management. Graduates will be able to:

1. Perform basic diagnostic procedures in the context of identified clinical findings.

2. Develop a comprehensive differential diagnosis with integrated ranking of the diagnoses and a diagnostic plan for

determining the most likely diagnosis.

3. Develop a comprehensive short term and long term therapeutic plan that includes nutritional and behavioral elements

necessary for maintenance of health.

4. Develop age-based and comparative health maintenance plans.

Graduates will demonstrate their knowledge of these specific domains:

1. Normal structure and function of the body as a whole and each major organ system.

2. Molecular, cellular and biochemical mechanism underlying homeostasis.

3. Comparative growth and development.

4. Pathophysiology and pathology of the body/organ systems.

5. The foundations of medical therapeutic intervention, including outcomes, treatments, and prevention, and their relationship

to specific disease processes in multiple species.

Competency 6. Efficiently assess, formulate and implement emergency and intensive care treatment plans and demonstrate case management skills. Graduates develop clinical management plans specific to emergency and intensive care cases in all organ systems. Graduates perform specific critical care skills such as placement of chest tubes, CPR, and intravenous emergency intervention. Graduates have primary case responsibility in the Clinical Rotations including emergency case management.

Measurable learning objectives for emergency and intensive care case management. Graduates will be able to:

1. Recognize patients with immediate life-threatening conditions regardless of etiology, and institute appropriate initial

therapy.

2. Devise an initial course of management for patients with serious conditions requiring critical care.

3. Identify and perform essential critical medical and surgical emergency procedures as needed for stabilization and

subsequent treatment of the critical care patient.

4. Appropriately monitor critical patients during and after stabilization.

Graduates will demonstrate their knowledge in these specific domains:

1. Normal and pathophysiology of acid-base homeostasis.

2. Appropriate fluid therapy management in the critical patient.

3. The physiological basis of fluid and electrolyte abnormalities including comparative aspects in multiple species.

4. The foundations of emergency intervention including outcomes and treatments in relationship to specific critical care

emergencies.

5. Hospice care, end of life services.

Competency 7. Apply One Health principles to analyze and provide solutions for health promotion, disease prevention, environmental sustainability, zoonosis, and food safety/ security issues. Recognize and propose roles of veterinarians in public and global health. Graduates understand concepts relating to preventative medicine (nutrition, infectious disease prevention) and health maintenance. Graduates understand the role of veterinarians in identification and treatment of zoonosis within the context of public health and their relationship with physicians. Graduates will have food safety skills relating to the management of food animals at multiple levels of food production. Graduates understand the domestic animal/wildlife-human interface in relationship to zoonotic disease and their prevention and control and management of environmental resources

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Measurable learning objectives for health promotion, disease prevention, zoonosis, and food safety.

Graduates will exhibit:

1. An understanding of how patient care and professional practices affect veterinary professionals, veterinary health care

organizations, and the larger society and how these elements of the overall veterinary profession affect their own practice.

2. The ability to acquire relevant information about the health of populations or communities and use this information to

provide appropriate veterinary services.

3. The ability to appropriately mobilize community-based resources and services to plan and provide patient-focused and

population-focused care.

4. An understanding of the veterinarian’s role and responsibilities to promote the health of the community and the underlying

principles of preventative and population-based veterinary medical care.

Competency 8. Demonstrate ability to apply, assess and modify communication skills with clients, patients, colleagues and relevant audiences. Recognize and apply high standards of ethical conduct. Graduates will use the concepts of client and colleague communication and understand the ethical issues integral in the practice of veterinary medicine. Graduates will use their Instruction in communication using the Calgary-Cambridge system to develop the skills necessary to fully explain procedures, complications, outcomes and difficult issues such as euthanasia and how monetary issues can impact client understanding of procedures.

Measurable learning objectives for client communications and ethical conduct.

Graduates will exemplify the professional character that exhibits:

1. Respect for the clients privacy, dignity and diversity.

2. A responsiveness to the needs of the patient, client and society that supersedes self-interest.

3. The skills to advocate for improvements in patient care.

4. Knowledge of and commitment to uphold ethical principles in the areas of provision of care, maintaining confidentiality,

and gaining informed consent of the client.

Competency 9. Exhibit strong appreciation for and knowledge of the role of research in the ever expanding role of veterinarians in human, animal and ecosystem health. Demonstrate ability to critique and apply published findings relevant to veterinary medicine and risk analyses for improving health. Graduates will use the elements of evidence-based medicine and critical reading of published research in developing interventions at all levels of veterinary medicine. They will understand how research provides advancement to the practice of veterinary medicine.

Measurable learning objectives for the role of research in furthering the practice of veterinary medicine. Graduates will demonstrate:

1. The understanding of the process of hypothesis driven research in the development of new therapeutics, diagnostic tests

and instruments, and medical and surgical treatments.

2. The understanding of the requirements for approval of new therapeutics and procedures.

3. The use of an evidence-based approach to adopting or rejecting new experimental findings and approaches.

4. The ability to understand and critically assess articles in professional journals.

Competency 10. Utilize knowledge of the interdependent roles humans and animals play with respect to each other’s health and wellbeing (mental, physical and emotional) to provide patient, local, national and global solutions for health promotion and improved quality of life for humans and other animals.

Graduates will apply knowledge of human-animal interaction to understand the unique considerations of each case and develop a complete treatment, prevention and health promotion plan acceptable to the client, community, industry and/or area studied.

Measurable objectives for the role of understanding the interdependent roles of humans and animals in the practice of veterinary medicine.

Graduates will be able to:

1. Use appropriate species-specific handling, husbandry and enrichment, interpretation of behaviors, and medical

management for optimal outcomes.

2. Communicate with diverse entities (shelters, public health department shelters, zoos, wildlife parks/aquaria, production

animal facilities) to address community issues.

3. Communicate with sensitivity and appropriate cultural awareness with clients of diverse cultural backgrounds on issues

that impact client understanding and patient care.

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4. Act as an advocate for the veterinary profession and animals in concurrence with the Animal Welfare Act and regional and

local laws.

Graduates will demonstrate:

1. An understanding of the various roles animals play in society and how that affects the development of diagnostic and

treatment plans in a variety of contexts.

2. An understanding of the basics of ethology, physiology and anatomy, cognition, nutrition and communication of a variety

of species.

3. An understanding of cultural differences that can impact client communication, understanding and patient care.

4. An understanding of companion/production animal loss and its effects on the physical, mental and economic wellbeing of

both the client and veterinary personnel.

5. An understanding of the role of shelters, animal control, zoos, wildlife parks and aquaria in public health and education.

An understanding of the role of animals as they relate to environmental resources and the management of those

resources.

6. Knowledge of current animal welfare topics and laws and ability to critically discuss and evaluate current practices.

Competency 11. Apply business skills and knowledge of economics, commerce and legal principles to practices, multinational business, interstate trade and global commerce. Graduates will be able to apply their knowledge of business practices, micro and macroeconomics, industry regulations, and law to the practice of veterinary medicine at the local, regional, state, and national level.

Measurable objectives for the role of veterinary medicine in local, regional, state and national economic issues in the practice of veterinary medicine.

Graduates will be able to:

1. Be able to generate estimates and budgets.

2. Manage resources in providing best case management plans

3. Construct a balance sheet and determine cash flow in a veterinary practice

4. Negotiate a contract

Graduates will demonstrate:

1. Knowledge of the following basic business principles:

a. the components of a balance sheet and be able to determine the cash flow of a business. b. Basic business and HR laws and regulations. c. Risk management d. the concepts of both macro and microeconomics: demand and supply, elasticity, externality, absolute and comparative

advantage, taxation, world Trade, government roles, costs of production 2. Knowledge of the concepts involved in selling animals, animal products and animal-related products to markets: a. Principles of retail and wholesale b. Consumer behavior especially as market drivers c. Principles of marketing and advertising d. E-commerce e. Logistics and supply chains f. Commodities markets g. trade organizations h. Implications of disease

3. Knowledge of the concepts of social, environmental and economic sustainability

Tracking student progress. We will use the ArizonaMed learning management system to track student progress in successfully meeting the defined learning objectives for each AVMA clinical competency. All formative and summative assessments throughout the professional curriculum will be linked to specific session learning objectives that are then linked back to the foundational learning objectives associated with each AVMA clinical competency. An example of the hierarchy of systems specific learning objectives and how they are linked to the AVMA clinical competencies is available by request. This will be accomplished through Years 2 and 3 with the use of keyword coding in ExamSoft for summative evaluations in the systems courses and formative evaluation criteria rubrics throughout the professional and clinical skills course and case-based critical thinking course and through defined formative assessment using uniform rubrics. Similar rubrics will be used for evaluation of clinical and professional skills in the core and elective clinical rotations. Examples of the clinical and professional skills evaluation forms for the Year 2, 3 clinical skills and Clinical Rotations are available by request. Data from each source

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will be collected biannually for review by the VMEPC to identify any weaknesses in the knowledge base, critical thinking skills, clinical proficiencies, and professional skills that will allow remediation in a timely manner. An example of such a report is available by request. For the clinical rotations, ArizonaMed provides an online procedural skills log, case log, and online assessment tool that is based on the clinical and professional skills rubric. In addition, the learning management system documents all rotation specific events such as required case presentations in Grand Rounds, research presentations, and OSCEs. Specific skills related to each clinical rotation are defined in each of the Rotation Manuals. An example of a Rotation Manual is available by request. Veterinary students will be required to have demonstrated day one competency in each of the defined skills in order to pass each rotation. If the student fails to show a day one level of competency, remediation will be scheduled to allow the student of acquire the needed skill.

B. STUDENT ASSESSMENT The DVM program requires students to complete written examinations based on coursework, take Observation Standardized Clinical Examinations (OSCEs) to assess communication, clinical and professional skills based on laboratory exercises, and receive observational feedback from adjunct faculty and preceptors during Year 4 rotations. The following chart was developed after consultation with the Office of Instruction and Assessment, Ryan Foor.

Written Examination OSCE & Instructor Feedback

Student & Faculty Course Feedback

Entry & Exit Surveys

Outcome 1 Commerce

X (Pre-Professional)

X

Outcome 2 One Health

X (Pre-Professional)

X

X

Outcome 3 Human & Animal Interdependence

X (Pre-Professional)

X

X

Outcome 4 Surgical skills

X (Professional)

X

X

X

Outcome 5 Emergency care

X (Professional)

X

X

X

Outcome 6 Public & global health

X (Professional)

X

X

Outcome 7 Communication & ethics

X (Professional)

X

X

X

Outcome 8 Comprehensive medical plan

X (Professional)

X

X

X

Outcome 9 Anesthesia, pain & welfare management

X (Professional)

X

X

X

Outcome 10 Research Critique

X (Professional)

X

X

Outcome 11 Case management

X (Professional)

X

X

X

Program Outcomes Assessments include:

1. NAVLE score data and passage rates over time

2. Student attrition rates in the professional program 3. Employment rates of graduates 4. Assessment of graduates regarding the program 5. Assessment of alumni 5 years post-graduation 6. Assessment of employers of graduates to determine satisfaction with the graduates 7. Assessment of faculty (and other instructors) related to such subjects as adequacy of clinical resources, facilities and

equipment, library and informational resources. 8. Faculty assessment on global scales of student knowledge, skills and aptitudes at various stages of the DVM program 9. Additional assessment that might assist the college in benchmarking its educational program - To be determined in

collaboration with the Office of Instruction and Assessment. V. STATE'S NEED FOR THE PROGRAM

A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION? --Explain.

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The UA is Arizona’s land-grant university and as such must educate students at costs consistent with the industries served for jobs that meet students’ vocation, avocation and society’s needs. There is an over-supply of veterinarians in certain veterinary vocations and areas of the country. That is not the case in Arizona. The AZ Veterinary Medical Association newsletter advertises approximately 30 openings statewide every month. According to the American Animal Hospital Association, in 2012 there were 1.7 jobs for every graduate. Any institution or government office has not conducted a needs assessment of veterinarians in Arizona.

Currently, AZ students must compete for veterinary school admissions at out-of-state institutions that privilege resident students and private veterinary schools with high tuitions. For example, 1,600 applicants compete for 138 seats at Colorado State University. Only 55 of these seats are open to non-Colorado applicants shared among many states, and just a handful of these are filled by Arizonans. AZ students pay higher costs through non-resident or private tuition, incur more debt and often stay, or seek employment with, the out-of-state veterinary practices and companies where they intern. Their debt at graduation may not be paid over a lifetime of veterinary clinical practice. We have an increasing trend of UA pre-veterinary students who have no other options than to attend an expensive private veterinary school in Phoenix or most will need to pay out of state tuition elsewhere.

Currently we have approximately 800 emails from interested students to whom we have responded and keep on file. We will notify them when we receive the first stage of accreditation and can accept the first class into the pre-professional Program.

Undergraduate Programs: SACBS Student Enrollment

Year Pre-Veterinary Program (UA only, does not include ASU and NAU students)

2011 316

2012 362

2013 416

2014 406

2015 497

Trend Analysis: Undergraduate Veterinary Science Program

The Veterinary Science program in the School of Animal and Comparative Biomedical Sciences is one of the three top majors in the College of Agriculture and Life Sciences at the University of AZ and among the fastest growing nationwide. Most students enter our undergraduate program with the intent of going on to professional veterinary college. There are an increasing number of students interested in this major and our numbers have increased 57% in the past five years. We anticipate these numbers to continue to increase when we offer the professional DVM program to both undergraduate and graduate students.

AZ needs veterinarians with the right education and training to meet societal needs. The need is particularly acute for communities outside Maricopa County, especially for large animal practices. The tribal nations also have been short of veterinarians for several years. Government, research, academia, corporations and NGOs all employ veterinarians with the right veterinary education and interests beyond primary veterinary care.

We will prioritize veterinary education to match actual needs in AZ and the nation by working closely with our community partners and a broad base of stakeholders. We will focus on partnerships to help us address underserved areas described in the 2012 National Research Council (NRC) publication “Workforce Needs in Veterinary Medicine.” This report concludes that there is an “imbalance in the distribution of veterinarians.” When small animal practicing clinicians are removed from the data, the US has a shortage or unmet needs in rural service (especially western states and Native American Reservations); public health (food safety, epidemiology, zoonotic disease, international medicine /global health and wildlife health); comparative medicine and biomedical medicine (important for Arizona’s bio-economy); animal and human health and food industries (to better support Arizona’s critical biomedical/biotechnology and food businesses); business, commerce, policy, law, and leadership (areas that employ veterinarians often with advanced and dual degrees, but is not a focus of traditional veterinary schools; and federal and state service (boarder security, customs control, animal and animal product exports and imports, and state, national and international policy and program service). Our program will be responsive to Arizona’s and the nation’s changing needs for veterinarians by creating a selection process with our stakeholders’ input and a curriculum that is nimble, innovative and non-traditional.

B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? -- Explain and please answer the following questions.

Please see above 5A

1. The anticipated total student enrollment (over 5 years) for the Professional program by year? (Please utilize the following tabular format).

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This table is based on the existing pre-veterinary student enrollment (table above). Based on the pre-veterinary program enrollment, many of the 2011-2013 pre-veterinary students will have already received their BS degree by the fall of 2016 awaiting the start of our pre-professional program. These following numbers include best estimates of successful students five years from pre-professional program initiation students and include undergraduate (italics), MABI and DVM (#) students. Total in bold.

1st Year 2nd Year 3rd Year 4th Year 5th Year

50, 450, (0) 500

50, 550, (100), 700

100, 600, (100) 800

100, 600, (100), 800

100 650 (100), 850

2. What is the local, regional and national need for this program? Provide market analysis data or

similar evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years. Please see introduction and APPENDIX 1.

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of

degrees that will be awarded each year for the first five years? (Please utilize the following tabular format). Our estimations are that 75% of the first enrolled Pre-Professional program will have a BS. Each year will lessen by a guesstimate of 10% as we attract more undergraduates into the pre-professional Program.

PROJECTED DVM DEGREES AWARDED ANNUALLY THE FIRST YEAR IN WHICH DEGREES WILL BE AWARDED (2020)

1st Year 2nd Year 3rd Year 4th Year 5th Year

DVM Degrees 100 100 100 100 100

IV. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the

University mission and strategic direction statements of the university and why the university is the most appropriate location within the AZ University System for the program.

The University of AZ is the state’s land-grant university (LGU). It is unique in having two separately accredited medical colleges, it also has colleges of public health, nursing and pharmacy. There are two major components missing from this list for comprehensive societal health delivery and education: veterinary medicine and dentistry. This program fulfills the realization of one of these. As the state’s LGU our mission is to deliver relevant education that is accessible in a way that facilitates both personal and societal “triple bottom line” sustainability. The pre-professional and Professional programs are unique in the world in that they provide pathways to economic independence and personal fulfillment for students regardless of whether or not they become DVMs. At the same time, like many other LGUs, in many but not all states, we are our state’s flagship research university and the addition of a veterinary medical education program, under the auspices of the School of Animal and Comparative Biomedical Sciences will facilitate research growth in the life sciences. It is the major missing component for the UA participating in the growing One Health research space. Both the pre-professional and Professional programs are consistent with the four UA Never Settle pillars.

Access and Success--Expanding access and enhancing educational excellence:

Our students are currently disadvantaged in the admissions process at out-of-state schools, and tuition at private schools can be prohibitively high. The University of AZ will provide AZ residents with the lowest tuition and a program designed for Arizona.

Academic Excellence—increasing achievements in research, scholarship and creative expression:

The AVMA accreditation process is rigorous and will assure academic excellence.

Expanding community engagement and workforce impact:

Engaging the veterinary community, NPOs (humane societies), NGOs, Reid Park Zoo, and a wide variety of government organizations as instructors and affiliates extends the UA reach well beyond campus. See APPENDIX 2: List of Clinical Practice Partners Expressing interest for potential future employers of our graduates. During the externship rotations, future employers

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will be able to interact directly with our students and this will open up many employment opportunities for our new Doctors of Veterinary Medicine.

Improving Productivity and Increasing Efficiency:

We will provide a more educated professional workforce produced efficiently through extensive collaboration and partnership with UA Tucson’s College of Medicine. They are providing our DVM extensive access to their programs, curriculum and expertise.

Quality of Life and Societal Impact:

The DVM professional degree program will be rigorous and we will hire a counselor and engage all faculty as mentors to ensure that the stress students feel will be vigorously overseen and helped. Since veterinary medicine is not only a vocation but also an avocation, students feel passionate about their future contributions to animal and human health and wellbeing. Beyond primary animal care, veterinarians contribute to secondary and tertiary specialties and Board certifications, thus advancing the art and science of veterinary medicine. Veterinarians in research not only care for the laboratory animals and are critical to the development and approval of new human drugs and devices to improve health. On the global scene, 75% of emerging infectious diseases are of animal origin (HIV-AIDS, Ebola, Mad Cow Disease, etc.), and veterinarians are leading the One Health movement to promote local, national and international partnerships to build capacity worldwide to predict, prevent, respond and recover from outbreaks.

Why UA Tucson is the most appropriate location within the AZ public University System.

The UA is a Land Grant University with an almost complete cadre of health degrees. CALS and SACBS are renowned for their animal (domestic, wild and aquatic) research and educational programs and the Experiment Station has ample infrastructure to train DVMs—including a feed lot, a slaughter facility, two commercial ranches; two equine facilities and large scale dedicated animal research facilities. We can house all equine and food animal anatomy, clinical skills, and food safety education in collaborative space within the ARC. One Health is growing among the other health colleges and CALS. A UA One Health faculty organization has been formed across the university. We have a strong partnership with two UA medical colleges and are developing a core health sciences course that would be taken by medical, veterinary medical, pharmacy, nursing, animal sciences, and veterinary sciences students. This core course has the potential to unite the health sciences and promote life-long inter-disciplinary professional skills UA Oro Valley is founded on One Health research and veterinary medical teaching as cornerstones. Our community partners in Tucson and beyond are very supportive, with more than 60 practices and providing us with 30+ letters of interest in teaching our students in Year 4. No other location in AZ offers the statewide assets and support that we have.

V. EXISTING PROGRAMS WITHIN THE ARIZONA PUBLIC UNIVERSITY SYSTEM

A. AZ University System -- List all programs with the same CIP code definition at the same academic level (Bachelor's, Master's, Doctoral) currently offered in the AZ University System. (Please utilize the following tabular format).

NO OTHER PUBLICS EXIST

I. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. Current Faculty -- List the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty members have directed to completion. Attach a brief vita for each faculty member listed.

Please refer to pre professional program for existing faculty. All professional faculty are to be hired.

2. Additional Faculty -- Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty members.

Please refer to APPENDIX 3: DRAFT FINANCE PLANNING MODEL: Expenses

3. Current Student and Faculty FTEs -- Give the present numbers of Student FTE (identify number by graduate and undergraduate students) and Faculty FTE in the department or unit in which the program will be offered.

N/A

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4. Projected Student and Faculty FTEs -- Give the proposed numbers of Student FTE and Faculty FTE for the next three years in the department or unit in which the program will be offered.

Please refer to APPENDIX 3: DRAFT FINANCE PLANNING MODEL: Expenses

B. LIBRARY

1. Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

Jeanne Pfander reported:

In order to simplify access to subject-specialized database resources, the UA Libraries web site provides a subject listing of databases and a category for Vet Med will be added.

http://www.library.arizona.edu/search/articles/dbBySubject.php.

And a new guide for veterinary medicine for the following:

Furthermore, subject-specific resources are identified in subject guides:

http://lro.library.arizona.edu/subject-guides

C. PHYSICAL FACILITIES AND EQUIPMENT

Existing Physical Facilities -- Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

1. Oro Valley Veterinary Clinical Skills Training Facility & One Health Research Center; a 33,000 sq ft for state-of-the-art small animal clinical skills training including diagnostics, clinical pathology, simulation, physiology, small animal anatomy, visualization capacity, high-performance computing, diagnostic imaging, surgery and examination rooms;

2. Animal Research Center (ARC), a 40,500 gsf state-of-the-art large animal anatomy facility with collaborative learning areas;

3. Food Safety & Products Laboratory which includes a USDA inspected slaughter and processing plant as well as food safety testing facility for teaching and contract service

4. Ames Animal Hospital Learning Center for teaching small-, production-animal, equine, urban-rural, ambulatory, emergency/ICU practice; 6) The AZ Veterinary Diagnostic Laboratory in Tucson;

5. Al Marah Ranch (88 acre) for theriogenology, equine medicine and surgery

6. UA feedlot for beef feedlot production and medicine

7. AZ Veterinary Diagnostic Laboratory, an AAVLS accredited NAHL facility

8. University Animal Care (UAC), multiple animal facilities and campus-wide animal care oversight. UAC provides assistance to scientists, physicians, staff, and students who have received Institutional Animal Care and Use Committee (IACUC) approval to perform research, testing, or educational studies on animal subjects.

9. UA OIE World Reference Laboratory for Shrimp diseases

10. DC Ranch (45 acre), V-V ranch (70,000 acre) and Santa Rita ranch (51,000 acres) for beef, ranch land management, small ruminant dairy and aquaculture

11. UA Yuma for beef feedlot, dairy, international, slaughter and processing, one health

12. Reid Park Zoo (City of Tucson); shared hospital facility and veterinarian.

13. Humane Society of Southern AZ shared facility (non-profit), small animal surgery and medicine, behavior, retail

14. Pima Animal Care Center (Pima county) shared facility, small animal surgery and medicine, behavior

15. Hermitage No Kill Cat Shelter & Sanctuary shared facility (non-profit), chronic care.

16. CALS Cyber and Communications Technology.

17. Off Campus facilities where a maximum of 8 weeks elective education will occur. Five private partners for specific expert externship training in: oncology, ophthalmology, orthopedics, behavior, neurology, dermatology, internal medicine, radiology, dental care, emergency & critical care. Veterinarians from these practices and others will be paid to teach also in the pre-professional program and in years 2 and 3 of the professional program...

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Additional Facilities Required or Anticipated -- Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program.

NIL

D. OTHER SUPPORT

1. Other Support Currently Available -- Include support staff, university and non-university assistance.

Currently a 0.75 FTE Professional Appointment is coordinating the accreditation process for Dean Burgess and writing the Self Study Document for the external accreditation team and the DVM Implementation Plan for internal approval.

A full-time Administrative Assistant facilitates the above process.

Three part-time consultants provide their expertise.

The Director of Engineering, Design and Construction, Ralph Banks, and his team are creating the needed plans for the redesign of existing buildings for the Professional (DVM) Program.

Other CALS faculty volunteer their time to develop the DVM for the accreditation.

Dr. Andre-Denis Wright, Director SACBS.

Dean Shane Burgess

Other CALS staff in Development, Budget, and Marketing-Communication-and Brand Management provides other duties as assigned to assist with accreditation.

Dr. Amy Waer, Associate Dean of Medical Student Education, COM Tucson has provided exceptional vision and support of herself and her staff by opening all of their admission, clerkship management, courses, software, and much more to help create the DVM in partnership with COM and other UA health sciences.

Dr. Karter Neal, Santa Cruz Veterinary Clinic, and Dr. Mike Ames, have especially been valued advisors.

We also have an external Consultative Committee with whom Dean Burgess has obtained guidance through several in-person meetings.

2. Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years.

Nil from any existing UA budget. See DRAFT FINANCE PLANNING MODEL APPENDIX 3.

II. FINANCING

A. OVERVIEW (DRAFT FINANCE PLANNING MODEL APPENDIX 3)

The planning team has created a ”tub on its own bottom” business model that relies upon student tuition, philanthropy and land or endowment revenue only. Though outside of UA’s RCM model it is consistent with CALS activity based operational based budgeting model.

CALS is committed to develop a program that financially advantages students: less costly, less debt upon graduation, strong clinical training to support immediate employment, and creating a win-win with our partners. To do this requires an innovation consistent with Never Settle pillars 2 and 4. It’s not business as usual because we can’t afford to be. The financial model below includes the estimates of phased-in revenues and expenses over the initial four-years of the program. Year one of the program is critical for the overall financial success of the remaining three years. Student enrollment is a driving force behind the financial sustainability of the overall program, similar to any private school business model. Our budget simulations have limited enrollment in years two through four to no more than 125 students per year, although our current modeling and preference is to limit enrollment to 100 per year because of political consideration with the AZ Veterinary Medical Association. All students must successfully pass the pre-professional program, as described above and prior to continuing into calendar years two through four.

We have budgeted to enroll 500 students in year one. We do not believe that the target enrollment the first year of implementation is ambitious. Given the number of student inquiries, listserv subscriptions to information about the program, an eager supply of students from our existing and very popular baccalaureate programs in Animal and Veterinary Sciences and Microbiology, and competitive pricing for non-resident students, we are confident that we will have a strong first year enrollment. Existing and complementary baccalaureate programs enroll more than 800 students annually.

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We expect that the growth into the pre-professional program will come from the other two AZ universities, the community colleges, and from out of state students. Minimal growth from other parts of UA as most pre vet students are already enrolled in the SACBS and so the pre-professional program will simply be moving CALS students from one place to another inside the same school. Therefore, the movement will have no effect on RCM revenues residing inside the college level. Dean Burgess does not know how many pre-veterinary students there are in other areas, but as stated above from CALS there are almost 500. Regardless, the program is not affecting the “pre-vet” courses per se as the pre-professional program courses and competencies are not “pre vet” per se; they are integral to the DVM program. He expects a large portion in the beginning to be graduate students (see Table V.B.3). CALS is putting mission ahead of revenue in the college-level activity based budgeting. We can only provide the best estimates possible now.

The program finances include mandatory financial aid support for students generated both from tuition revenue streams and from philanthropic endowed scholarships. Fourteen percent of all student revenues generated will be set aside to be applied to DVM need-based tuition assistance. This set aside is required by the AZ Board of Regents. Additionally, at present $6 million from a donor has been pledged to build an endowment that will be used to pay out in support of student tuition assistance. Payment of this pledge has already begun and will continue over the next few years. Once fully established, this endowment will pay out approximately $240,000 or more per year to DVM students, depending on the payout rate.

We have also modeled into our financial assumptions that 5% of our resident students will be eligible for a qualified tuition remission (QTR). This percentage is similar to the QTR percentage realized by other professional degree programs on campus (e.g. Law, Pharmacy). QTRs substantially reduce or eliminate the tuition paid by students whose spouse or parent is an employee of the University of Arizona. Student selection processes negate any potential bias that may exist for students who qualify for QTRs. The selection process includes a behavioral event interview, multiple mini-interviews, and class rank in the pre-professional program. None of these include questions that would discover if a student might be eligible for a QTR.

Cumulatively, we estimate that financial aid and QTR support will amount to more than $877,000 for students in the first year and $358,000 annually for students in years two through four given current resources. Development efforts are underway to augment these funds, especially for years 2 to 4. Graduate students who are not selected for the professional program will either graduate with an MS and then enter the workforce or possibly another graduate program; undergraduates will continue on pursuing a BS degree and apply for financial aid in the school where they are registered.

The expenditure modeling has been built on only the essentials necessary for a quality program to minimize cost burdens being placed onto students. One of the largest costs of a traditional DVM program is a teaching hospital. This not only increases the costs borne by students, but also competes with local clinics for business. Instead, we have a curriculum unique to the U.S. in that it has multiple entry points to the DVM degree. In addition, other veterinary programs are accredited under a parent college, thus reducing administrative and bureaucratic layers of creating a separate veterinary school/college, as is standard in the U.S. We have also adopted the 3 session (each 16 wk), year round system common in colleges of medicine that enables the veterinary and medical students to be in curricular sync, thus opening opportunities for more collaborative team-based learning, seminars and student research poster presentation events, among other opportunities that we plan to build into our curriculum. This is unique in the US but not in medical colleges nor in international accredited veterinary programs.

Portions of existing faculty in the School of Animal &Comparative Biomedical Sciences, the Veterinary Diagnostic Lab, and the University Animal Care research facility will be apportioned to support the pre-professional and professional programs. New faculty will need to be hired and facilities renovated “just in time”. This saves us O&M on unused space. For facilities, every effort is being made to leverage the strong support from our friends and alums to generate external grant or donated funding. A donation of $9 million has already been pledged to support facilities and create the student scholarship mentioned above and monies available to enhance veterinary instruction in rural areas, such as the Douglas, Verde Valley and Yuma areas. The Douglas facility was partly gifted. Several other gifts are currently being sought: we will seeking support for renovations of the Oro Valley clinical/professional skills and One Health Research Center for FY 2017; we recently have been given a $3.5 million gift from the Steele Foundation for a 50 acre ranch and farm in Cornville, AZ to be used in our Year 4 DVM Program.

We have budgeted for a staged implementation of expenses that coincides with our budgeted revenues. The UA has begun to operate under RCM, a performance based budget model as of July 1, 2015. As revenues are generated, they will flow to the College of Agriculture and Life Sciences to support the pre-professional and professional programs less an institutional tax to support the university-level programs such as student affairs, health, and support programs. The current institutional tuition tax for graduate and professional students is 12.94%.

Existing UA student resources such as counseling and psychological support, student health, student recreation, tutoring for foundational courses, and the student union to name a few, can be used by DVM students without duplication by the professional program. Operating under RCM will provide the program the incentive to maintain enrollments and ensure student success and graduation rates. Complimentary to this incentive are the requirements from the Board of Regents in its ABOR 2020 Vision requirement and the UA’s Never Settle strategic plan to maintain academic quality and rigor.

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The program is uniquely designed to operate on three semester-equivalents of 16 wk each session, for a total of 48 wk of education in years two through four. The financial model has been adjusted to reflect this additional revenue for the third session each year. Comparing a three-session program against a traditional two-semester program creates some clear dissimilarities; however, normalizing for this difference over the course of a DVM program, our costs place the UA as one of the most affordable programs nationally for both resident and non-resident students.

The following is the accreditation Standard for Finances that we believe we meet:

B. SUPPORTING FUNDS FROM OUTSIDE SOURCES --List. The Kemper and Ethel Marley Foundation gifted $9,000,000 for student scholarships and support of rural teaching facilities. CALS was also awarded a $2,600,000, 45-acre DC Ranch in Cornville, Arizona. The veterinary and many other CALS programs will utilize this facility. C. BUDGET PROJECTIONS FORM -- Complete the budget projections form describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs.

SEE DRAFT FINANCE PLANNING MODEL APPENDIX 3

III. OTHER RELEVANT INFORMATION- SEE APPENDICES

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VIII. REQUIRED SIGNATURES Managing Unit Administrator: André-Denis Wright, Professor and Director, SACBS_

(name and title)

Managing Administrator’s Signature: Date: September 2, 2015

Managing Unit Administrator:

(name and title)

Managing Administrator’s Signature: Date:

Managing Unit Administrator:

(name and title)

Managing Administrator’s Signature: Date:

Dean’s Signature:

Date: September 2, 2015

Dean’s Signature:

Date:

All programs that will be offered through distance learning must include the following signature:

Joel Hauff, Associate Vice President of Student Affairs & Enrollment Management/Academic Initiatives and Student Success

Signature: Date:

All programs that will be offered fully online must include the following signature:

Vincent Del Casino Jr., Vice Provost for Digital Learning and Associate Vice President of Student Affairs & Enrollment Management

Signature: Date:

Note: In some situations signatures of more than one unit head and/or college dean may be required.

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PROGRAM FEE REQUEST

College/School: College of Agriculture Department: School of Animal & Comparative

& Life Sciences Biomedical Sciences (ACBS)

Date Submitted: 8/24/15 Program: Master’s Degree (MS) in Animal and Biomedical Industries

Circle one: Graduate/

Professional

Undergraduate

Circle one: Upper Division Lower Division

Both

New $1,500 (Proposed)

August, 2016 (Effective Date)

Existing $ (Proposed) $ (Current) (Year Approved)

Program will be offered through: X Main Campus Outreach College Both

Proposed fee to be applied as: X Per Term Per Unit, Total of Units per Program

Proposed fee to be applied: X Fall X Spring Summer Winter

Rationale for Request (~100 words)

The College of Agriculture & Life Sciences (CALS) is developing a Master’s Degree (MS) in Animal and Biomedical Industries that will enable students to earn a graduate degree, in an innovative, expedient and cost effective manner. The one-year MS program will consist of a cohort of students enrolled in a common curriculum of basic, foundational coursework to prepare them for application and entry into the new Doctor of Veterinary Medicine (DVM) program. The non-thesis MS coursework will focus on the 3 pillars upon which the entire MS is centered: One Health, Commerce and Human-Animal Interdependence. None of the existing coursework currently taught in ACBS can be utilized and funding is needed to create and teach these new courses. Since the MS must be self-sustaining financially, this program fee is necessary for the required funding. The program fee for the DVM degree is separate from this request.

Compliance with Board Guidelines (~250 words)

This program fee request is being made under the ABOR policy 4-104 that allows additional fees to be charged to students in programs that have increased costs of delivery. 1. The quality of the student’s educational experience in this program is critical. It must provide adequate clinical training and clinical caseloads. The MS degree will consist of didactic lectures, instructors will be setting baselines for case studies and applied learning modules, which will become critical for those students who get accepted into the DVM program. 2. We will set aside at least 14% of our revenues for need-based student assistance. Scholarships will be distributed based on need criteria determined by student FAFSA application and in concert with the faculty scholarship committee. 3. Every effort has been taken to keep this fee as low as possible, and even when added to the graduate tuition, the total cost of the DVMP is less than most other, more traditional Veterinary Medical education

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programs.

Student Consultation (~100 words)

CALS has made every appropriate attempt to obtain student and stakeholder input into the pricing of the new MS and DVM programs. Students with undergraduate degrees much complete the MS degree requirements for application and acceptance into the new DVM program. Student support for a public veterinary medical program in AZ is very strong. A guiding principle has been to maintain high quality with an innovative education model that minimizes the cost to the student. The program (and proposed program fees) have been introduced to students in a variety of ways including informational lectures, faculty presentations at student organization meetings (ex: Pre-vet club of approximately 100 members), through our college newsletter, via television and in local magazine articles. In addition, we have held information panels with stakeholders where student leaders sat on the panel. Our proposed fees are modest compared to out-of-state and private programs. The proposed total cost of the program is also competitively priced compared to most other in-state pricing.

MARKET PRICING (~200)

The table below lists fees associated with a number of Veterinary Medical Schools who offer the DVM program.

School In‐state tuition / semester

Additional fees Out of State tuition/semester

Additional fees

Midwestern University/Phoenix

$26,200 $600 $26,200 $600

Western University/Pomona

$24,798 $40 $24,798 $40

UC Davis $17,120 $23,242

Colorado State $12,960 $841.22 $26,403

Washington State $11,176 $1881 $26,703 $1881

Oregon State $10,660 $20,600

Univ of AZ $5,520 $1500 $14, 681 $1500

ACCOUNTABILITY

Financial Aid Set-Aside

Amount: 14% Proposed

Annual Revenue

Program Fee $ 3,000

Number of Students # 500

Total Revenue = 1,500,000

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Proposed Annual Expenditures

Financial Aid Set Aside (14%) $ 210,000

Administrative Charge (10%) $ 150,000

Institutional and Advising Personnel $ 1,000,000

Support Staff Expense $ 40,000

Operating Expenses $ 100,000

Total Program Costs = 1,500,000