To receive the Doctor of Veterinary Medicine (D.V.M.) degree, candidates must successfully complete curricular requirements, pay all fees, and be recommended for graduation by the faculty of the college.
Graduation Requirements 
Progress toward degree requirements may be accessed anytime at Student Essentials under "my requirements"

Core (Foundation) Course are courses that all students must successfully complete to graduate. They cover material that has been determined to be essential for all veterinarians

Elective Courses allow students to explore areas to which they have not been exposed and to pursue a deeper understanding of areas of interest. The range of educational formats used in elective courses is highly variable, including lecture, discussion, independent project, laboratory, and research and clinical experiences. Faculty are encouraged to be creative and are supported in the development of innovative formats. The number of students in each elective course ranges from a few to more than eighty.

To assist first-year students in choosing Elective courses, informational meetings are held in the fall that provide an opportunity for students to learn more about the range of courses from which to choose. Most students find talking with upperclassmen particularly helpful in making decisions about which courses to take; it is also useful to seek the advice of faculty. 

Scheduling Elective Courses

Most elective courses are scheduled over 4 or 8 weeks during the Spring semester (Periods AB and CD).  First, second and third-year students enroll in elective courses during the AB period of the Spring Semester (January-March).Third-year students also enroll in elective courses during the CD period of Spring Semester (March-May). In general, students are not permitted to enroll in elective courses while they are enrolled in core courses. There is a limited number of exceptions to this (e.g. Poisonous Plants; Senior Seminar).

Elective Credits
Students are required to complete 31 credits (not including elective clinical rotations) for the veterinary degree. All students in the DVM Program must be enrolled as full-time students. Students must carry a minimum of 12 credits per semester to maintain their full-time status. There is a 23.5 credit limit per term.

Informational Meeting
To assist first-year students in choosing Elective courses, an informational meeting is held in the fall that allows for questions and answers, and provides an opportunity for students to learn more about the range of courses from which to choose. Most students find talking with upperclassmen particularly helpful in making decisions about which courses to take; it is also useful to seek the advice of faculty. While it may seem daunting to complete 31 Elective credits in four years, the vast majority of students have no trouble meeting the requirements for Elective credits by the time they graduate. Because first-year students are enrolled in VTMED 5220: Neuroanatomy, a demanding 2-credit Foundation course, it is strongly recommended that they do not enroll in more than 7 Elective credits. Generally, first-year students will also take a 3-credit Elective course associated with The Animal Body (Set IR), which will further their understanding of anatomy in a species other than the dog. Students should choose their remaining Elective courses carefully, to ensure that the workload is manageable.

Fall Semester Elective Courses
First-year students should not enroll in any Elective courses during the Fall term. Very few Elective courses are offered in the Fall term. Second, and third year students may enroll in them if their schedules permit. Students wishing to enroll must do so using the Student Service Center at http://studentcenter.cornell.edu by the stated add/drop deadline. Students with questions about adding or dropping a course should refer to the Add/Drop policy in the College and University Policies section of this Handbook or contact the College Registrar.

Spring Semester Elective Courses
The college participates in online pre-enrollment for Spring semester courses. Once the list of available courses is posted (usually in mid- September), each student must login to Cornell’s student center http://studentcenter.cornell.edu and enter his or her course choices according to the instructions provided. The pre-enrollment dates change every year, typically, start at the end of October and run through the first part of November. Each student is required to verify that their choice of courses and grade options (if a choice of grade option is offered) are correctly listed and clearly identify any errors (incorrect course or grade option, missing course, etc.) on the self-service website at: http://studentcenter.cornell.edu.

It is imperative that students review and verify their enrollment information for accuracy and completeness for each term. Any errors (incorrect course or grade option, missing course, etc.) must be promptly corrected or reported to the College Registrar. No credit or grade will be given for courses a student attends without being properly enrolled. Conversely, a failing grade will be assigned for courses in which a student is enrolled but fails to attend or officially drop. 

All students must satisfactorily complete 

• 26 credits of core clinical rotations
• 14 credits of pathway clinical rotations
• 6 credits of elective rotations 

A complete list of Core Clinical, Elective Clinical and Pathway Rotations is listed here

The DVM program includes four Curriculum Milestones that each student must successfully complete before advancing to the next stage of the program. These exams assess student abilities across a range of competency domains as they develop in the professional curriculum. They ensure that students are competent in a number of fundamental skills before taking on more complex challenges as they progress through the program. As degree requirements, the milestones are not affiliated with a particular course. Rather, when successfully completed, the results are recorded on the student’s transcript. To help students track their progress, audits of their degree requirements include the Milestones. The guidelines for the four Milestones are below.

First Year OSCE – Physical Examination: Appropriate remediation and retesting will be conducted as needed for any student who does not pass. If, after remediation a student does not pass this exam, the Class Teachers will be convened, and a decision will be made by that group on how to handle the student’s technical or knowledge-based limitation(s) based upon the Colleges Academic Standards and the Technical Skills guidelines.                              

Second Year OSCE – Surgical Skills: Students are required to pass the Surgical Skills OSCE before participating in surgical exercise laboratories. Appropriate remediation and retesting will be conducted as needed for any student who does not pass this exam. If after remediation a student does not pass the Surgical Skills OSCE, the Class Teachers will be convened, and a decision will be made by that group on how to handle the student’s technical or knowledge-based limitation(s) based upon the College’s Academic Standards and Technical Skills guidelines.

Third Year OSCE – Clinical Skills: A student who does not pass the Third Year OSCE will be permitted to work on their area(s) of weakness during the clinical year of training. Clinical rotations will be identified in which the deficient skill(s) can be reassessed. If those identified rotations(s) is/are successfully completed, the Milestone will be considered complete. If a student does not pass the Third Year OSCE and then demonstrates deficiencies in one or more of the identified clinical rotations, or, in the rare case in which at student’s performance on the Third Year OSCE is deemed extremely deficient (for instance failing grades on all portions of the OSCE), the Class Teachers will be convened to make recommendations, based up on the College’s Academic Standards and the Technical Skills guidelines.              

Fourth Year Milestone: A student earns this milestone by successfully completing their clinical year requirements, including any required remediations assigned by the Clinical Assessment and Teaching Support Committee. Students who do not earn this milestone by the end of the clinical year will have up to 7 clinical rotation blocks to successfully complete their required remediation and earn the milestone. Students who do not earn this milestone within this time frame will be administratively withdrawn from the college with no opportunity to reapply or otherwise continue in the DVM program.

Why problem based learning (PBL)?  Here are some comments from students:

"Students teaching students is a more interesting and better way to learn." 
Many students have stated that they feel best about the tutorial experience when the group works together to build a knowledge base:  "I like the opportunity we have to discuss the material and work things out even when we don't think we can."  Other students appreciated the opportunity for "more intellectual discussions and interactions."  One student described how this works on a personal level:  "It helped my learning greatly to hear from other students who understood certain material better than I did -- I was less hesitant to ask them to explain. I personally am very hesitant to ask questions during lecture, so the small group was a good place for me to get better answers from the tutor and other students.  It also helps me learn better when I do understand something to explain it out loud.  This exposes gaps in logic, etc., that I might not otherwise work out."

"Concepts discussed in the small groups are easier to remember."
Through group discussion, most students feel not only do they understand the material more thoroughly, but the knowledge is more permanent.  Memory is based on associations, like a spider web.  The more levels that link concepts, the more easily that information is accessed.  PBL cases provide an example of clinical application to emphasize the importance of the learning issues.  Cases also provide a structural framework in which to integrate learning issues and help forge a complete understanding of the big picture.  One student commented that the entire active learning process of finding the sources, sorting out the relevant facts and then digesting the information has meant that "I've understood concepts more thoroughly and have been able to integrate facts better." Another student has described how active learning allows "the knowledge you acquire [to creep up] on you until it is really a part of your thinking." "Small group discussion about cases develops my clinical reasoning skills." Several students have mentioned that the small groups help them to think "clinically."  They approach the animal broadly at first and then focus in on the problem presented.  "You learn to think about what you want to know [about the patient] and why."  Learning how to develop and rule out a list of differential diagnoses is a critical aspect of clinical skills.  In addition, cases are presented complete with radiographs and results of diagnostic tests, when appropriate.  Students enjoy the repeated exposure to this type of data, increasing their comfort level and analytical abilities.

"Working in small groups helps me improve my interpersonal skills and learn about my classmates."
A positive experience in a tutorial group appears to be linked to mutual respect and sensitivity.  Students note that different personalities and learning styles are inevitable in a small group, but tolerance and understanding are needed to work well together.  Most students agree that diversity within tutorial groups facilitates discussion of the case.  For example, having varied backgrounds in veterinary medicine leads to "bouncing ideas off one another and figuring a lot out before looking at any reference books."  One student commented that the "exposure to different ways of looking at some problems" was particularly valuable coming from peers rather than faculty. Working through problems in group and developing mutual respect lead to critical lifelong skills.  As a professional, you will need to work with the diverse personalities of your colleagues and clients.  Many students have commented that they enjoy the increased interaction and "bonding with faculty and classmates." 

"Working in small groups helps me evaluate my own progress."
The small group discussions provide an opportunity to compare your level of  understanding to that of the other students. Most students judge their level of knowledge on their ability to participate in the group discussion, either by asking pertinent questions or contributing information.  As one student said, "I was able to tell the level other students had reached in the material I was working on.  I was able to get immediate feedback on my understanding of the material."

"It allows me flexibility with my time and my learning".
Many students enjoy not being "chained to a lecture hall." Time management and self-motivation are essential skills for success in this curriculum.  The freedom to manage one's own time allows students to maintain a job, personalize study habits, and volunteer in CPS, the wild-life clinic, ENICU, etc. The ability to ensure a balanced life allows for a much happier, healthier, more positive student.

In sum: "The curriculum has enabled me to polish my communication skills and to become more involved in the entire learning process.  In doing this, it has also helped to foster greater scientific curiosity as well as helped to perfect problem solving skills."

Tutorials are an important part of your education in your first year and a half. Actively participating in the group process is the most effective way of achieving the educational goals of the program. Participation includes sharing ideas and knowledge, asking for clarification or an explanation, building on (and critiquing) the contributions of others, and facilitating effective group process and problem-solving. Each group will develop its own way of approaching the core parts of the  tutorial process. Both the tutor and students in the group must ensure that all aspects of the tutorial process are given attention. 

As one student put it:
"Any student having difficulty understanding something should speak up right away for two reasons.  First of all, the tutor will be alerted to where you are having difficulties and will be better able to help.  The other students, also, may see your confusion and be able to clear it up -- sometimes even better than the tutor.  Second of all, nobody knows nothing  so if you speak up right away, you can share what you do know as well as what you don't understand.  If you wait until every-body else has spoken, then chances are what you knew was already said, and you will feel like you have nothing to contribute."

Establish Ground Rules
On the first day of a new tutorial group, you’ll introduce yourself and meet your tutor and fellow students. This first session is a good time to clarify your expectations for the group and to establish some group norms or ground rules. Once the ground rules are negotiated and agreed upon, they are a resource that can be referred to later as a part of routine tutorial evaluation, or if conflicts arise. From your own previous experience working in groups, brainstorm the “rules” you want to follow in your tutorials. The following list serves as a guide to some of the things that you might expect of yourself, your group mates and your tutor. Once you agree upon your own ground rules in your own words, you might want to type them up and distribute the agreement to all members and keep a copy in your tutorial room. 

Sample Ground Rules
The purpose of the tutorial is to support students’ learning related to the course objectives. The tutorial is one of several integral parts of the course. The tutor’s role is to facilitate the reasoning and learning process. Working with an understanding of the objectives of the case and the course, knowledge of veterinary medicine, and an appreciation of case based learning, s/he will guide the students toward appropriate areas of study.

Attendance and punctuality are mandatory.  How much time will we wait if someone is late?  Do we start immediately at the dedicated time, whether all members are present or not?  A student, who is sick and must miss a tutorial, must call another group member before the tutorial?  Are there religious holidays that members of the group would like to observe and for which we would like to make alternate arrangements?

Students and the tutor will come prepared for the tutorial. The group cannot skip steps in the deliberation of cases.  They must use all steps (stating facts, raising questions, hypothesizing, listing information needed to confirm hypotheses, identifying learning issues).

Do you want to establish a plan for the next tutorial meeting at the end of each tutorial meeting (e.g. starting with a review of major learning issues)? How do you want to identify learning issues (e.g. write on butcher pa-per as we go along, prioritize at end of session, summarize, decide which issues all group members will research and which are personal learning issues that individuals will investigate)?

Groups must evaluate their process as a group and as individuals on a regular basis. (e.g. at the close of each tutorial). The learning process is cooperative.  All students in the group must contribute to the group by sharing their ideas, useful resources, and thinking aloud so that others can benefit from their reasoning, knowledge and experience. Everyone has something to offer. Sharing will contribute to our common goal of learning. All members of the group share responsibility for maintaining positive group dynamics and advancing the discussion in useful and relevant ways. Students will ask questions when they do not understand and will suggest alternative explanations when appropriate. Students will share material resources equitably—including library re-sources, MRC resources and the copy account.

The tutor and all students will show respect for all members of the group. How do we expect “respect” to be manifested?  Students will speak one at a time and not interrupt their classmates inappropriately? Tutor and students will listen and indicate so with appropriate verbal and nonverbal behaviors?  All members will acknowledge and build on the contributions of other students.

Students will abide by the Honor Code (See Chapter 4, section 2).

Some of us suggest that ground rules be set up from the very beginning so that both the students and the tutor have a safe and comfortable way to express their thoughts and opinions about how the group is functioning. Another suggestion is to have each student rotate through the position of 'leader'; this student would raise issues, ask questions, and draw other students into the discussion rather than having the students sit back and let the tutor fulfill this role. Both the students and the tutor should feel responsible for pointing out problems or even potential problems so they can be dealt with in a timely fashion to avoid the real pitfalls of a dysfunctional group.  As one student put it, "you can't expect students .... to be friends or even have to like [each other], but they got into vet school, they are intelligent and deserve a modicum of respect." Group dynamics need to be regulated.  If there is a problem, work it out before it becomes World War 3, or before there are only two days until assessment.

The Tutorial Ethic:  MUTUAL RESPECT
A core ethic in the tutorials— and the College more broadly— is mutual respect. Each person in your tutorial group brings a different back-ground, different experiences and knowledge, and different perspectives.  All are talented, bright, highly motivated, and desire a veterinary career that will advance animal and human health. If you value the unique experiences that each person brings to the group, the diversity within your group will enhance your group’s interactions and your education as a whole. 

When you walk into your first session, you are placed in a random group with six strangers.  In a situation like this, it is easy to feel isolated or separate from others, sensing differences rather than similarities. Mutual respect allows the effective communication that is essential to success in tutorial groups, class discussions, and clinical interactions.  Assumptions and stereotypes about people can be barriers to that communication.  Make the effort to get to know your colleagues and to appreciate and celebrate each person as an individual.  As previous students have noted, “humility in realizing others have important things to say and teach that you may not know” and the “ability to accept that you may be wrong” go far in establishing a good educational climate. 

Process Regularly
Talking about your experiences in the group and your perceptions of your own and your class-mates’ progress is a vital part of the communication that will help you get to know each other better and work better together.  You should take a few minutes at the end of each tutorial for an informal evaluation of how well you and your group are progressing on the various goals of the tutorial process. This end-of-tutorial evaluation, commonly called processing, is essential in addressing any problems that may arise in the group and making sure that the group functions optimally.

Processing is one aspect of the tutorial process that some people find awkward.  Yet, those few minutes of self and peer evaluation are critical to ensuring that there are open channels of communication within the group, and that everyone is becoming progressively better at the variety of skills and knowledge that the tutorial process is designed to pro-mote.  You may find it helpful to use the forms which are enclosed as guides for the tutorial evaluation process. You may take them to your tutorial (or make copies to leave in your tutorial room) as a tool for enhancing tutor group productivity.

The form entitled “End-of-Tutorial Evaluation” outlines the dimensions of performance that you, your colleagues and tutor are evaluating. These dimensions closely match the educational goals of the tutorial process. While you won’t have time to thoroughly evaluate all of these dimensions every day, you may want to focus on different dimensions at different times to ensure that you are attending to all relevant parts of a successful tutorial. The “Group Process Evaluation Form” is a sample form that describes in more detail satisfactory and unsatisfactory group behaviors on “problem solving and reasoning” and “interpersonal/group process/communication skills.”  Again, while the form is too lengthy to be used in its entirety every day, you might like to select parts of this form as a “checklist” when doing your end-of-tutorial processing. The individual “Feedback by Tutors to Students (and Student Self-Assessment Guide)” form is also a useful tool that you may want to reflect on regularly.  How well are you, individually, doing on each of the items described on that form?  How well are other individuals in the group doing?  Finally, you may want to revisit your ground rules from time to time to ensure that you are all fulfilling the expectations you agreed on at the beginning of the course.

Both students and tutors are responsible for pointing out problems or potential problems so they can be dealt with. Sometimes feedback—particularly when it is criticism of peers or your tutor—can be difficult to give. People often have ideas about how to improve the tutorial, but they just don't know how to communicate it to others for fear of offending or creating tension.  It can be particularly difficult if you are the first one to talk about a problem. But, if one courageous person can break the ice, it’s much easier for everyone else to share their feelings and bring up additional concerns. Following the suggestions on the form “Giving Constructive Feedback” might make it easier to express your feelings and to comment constructively on your peers’ and tutor’s behaviors. These criteria are useful in a variety of contexts where you are giving feedback, including educating clients about animal health and care requirements, communicating with technicians or associates, and even completing written course evaluations at the end of a term. 

GIVING CONSTRUCTIVE FEEDBACK
Constructive feedback is a way of helping people to consider changing their behavior in ways that will improve their learning or professional development.  It gives information about the effect a person’s work or actions have on other members of the group. Criteria for useful feedback include:

• Feedback should be directed primarily at a person’s performance or behavior rather than at the person him/herself.
• Feedback is directed at behavior which the receiver can do something about.  Reminding another person of a shortcoming over which s/he has no control leads to frustration, not learning.
• Feedback is specific rather than general. Giving specific examples helps illustrate specific points. To make a general statement about another person’ s work as a whole does not tell a person which parts of her/his performance or actions need changing and which might serve as models.
• Feedback is both positive and negative. A balanced description of a per-son’s behavior or actions takes both the strong and the weak points into account. Both types of feedback provide information that the receiver can learn from.
• Feedback is descriptive rather than judgmental. Describing one’s own reaction to another person’s work leaves the receiver free to decide whether and how to use the feedback.  Avoiding judgmental language reduces the other’s need to respond defensively.
• Feedback takes into account the needs of both the receiver and the giver of the feedback.  What you say to people about their performance 

Tutor rooms are favorite places to study for many students. However, there are students from three classes as well as fourth years and faculty who use these 16 rooms for studying and meetings. To avoid conflicts, simple courtesy to others is crucial.

Some basic courtesies include:

• Clean the room after each use. Pick up your trash, wipe down the table, etc.
• Do not remove the tutor room resources. They are for use in the tutorial room only. This also includes chairs. Sometimes a meeting involves more people than chairs are available in that room. If you must “borrow” from another room, please put them back.
• Tutor room scheduling is handled by Kate Davenport in the Facilities Office. AV support is managed by Dave Frank and the Educational Support Services team. At certain times throughout the academic year, select tutorial rooms may be available for college functions, scheduled meetings or faculty committees. All other tutor room use is restricted to tutorial group meetings and student study. Rooms are not reserved by the presence of your belongings!

Regular class attendance is expected in all courses. Notification of an excusable absence (limited to scholaraly activity, medical or family emergencies, and conflicts with religious observances) should be given to the Assistant Dean for Veterinary Student Services and Admissions (Dr. Jai Sweet). The Assistant Dean, in consultation with the course instructors, will inform the student if the absence is excused. When an absence is excused, students may work with the instructors to make up the missed work, as is practical and feasible. 
Unexcused absences do not entitle students to make up the work missed.

The University faculty established the following rules for all classes that fall in the two days immediately preceding the vacation periods during the academic year:

1. No instructor may change the time of classes except with the specific approval of the Dean of the College.
2. The quantity and quality of work given during these periods must conform to that given during the remainder of the term regardless of class attendance.
3. Students should recognize that many laboratory exercises, particularly those involving live animals, cannot be rescheduled and must be attended unless excused for an unavoidable absence.

Policy for Core Course VI Attendance

Student absences from a clinical rotation can have a significant impact on patient care and the education of all students. Excused absences, a maximum of 2 (3 during 3-week rotations), are granted for specific circumstances; all other absences are considered unexcused absences. Excused absences do not require makeup and these absences should not be reflected within the student’s rotation grade. It is at the faculty’s discretion if and how an unexcused absence will be reflected in the student’s rotation grade and/or if the absence will need to be made up. Students will be given a grade of incomplete until all requirements for the rotation have been met based on the faculty's discretion; when in doubt, the standard policy is that all unexcused absences are made up. Previously granted leniency, whether to the student or their colleagues, is not a valid justification for challenging the aforementioned standard. While students are granted 2 excused absences per rotation (3 during 3-week rotations) for specific circumstances, the routine and frequent use of excused absences is considered unprofessional and an abuse of this policy. Cumulative absences across all rotations are tracked and reviewed by the Foundation Course VI leader.

A guideline for determining whether an absence is considered excused versus not excused has been created to improve clarity and provide consistency to this process (see associated flow chart); however, while faculty are strongly encouraged to utilize these guidelines, whether an absence is excused versus unexcused is the sole determination of the section chief or associated course faculty regardless of these guidelines. All absences include illness and family emergencies, job interviews, a pre-approved scholarly activity, licensing exams and religious observances. In case of acute illness or family emergencies, the student should contact the faculty on the service directly and immediately for special arrangements. Beyond emergency situations, all requests for an excused absence must be discussed at least 2 weeks in advance with the Section Chief of the rotation. Proof of excused absences is not necessary unless requested; students are expected to utilize excused absences professionally and are held to the professional standards of the Honor Code. All other reasons for absences are considered unexcused absences. Examples include but are not limited to travel for opportunity blocks, personal events, excused absences extending beyond the allotted amount, and failure to provide adequate notice.

Examinations

Students should prepare and be present for examinations on the dates and times scheduled by the instructors, and should not plan any other events on examination dates.  Only in cases of excusable absence (limited to medical or family emergencies, and conflicts with religious observances) may instructors consider rescheduling an examination for a student. Notification of an excusable absence on scheduled examination dates should be given to the Assistant Dean for Student Services and Admissions. The Assistant Dean, in consultation with the course instructors, will inform the student if the absence is excused. Students with excused absences must contact the course instructors to make arrangements for making up a missed exam. Unexcused absences do not entitle students to alternate examination arrangements. 

Grading Policies

Students will be evaluated at the end of each Core and Elective course 59-lower= F and awarded a grade which will represent the composite of the grades from each component of the evaluation process, as determined by the course leader. Course faculty have the prerogative not to use the full range of the grading scale depending on the course objectives, course content, and the nature of assessment methods used.

For each course, students may choose to be notified of their grades by the faculty member responsible for the course by using one of two grading options, the letter grading option (A,B,C,D, or F) or the S/U grading option.

Grading System

The official University grading system is composed of letter grades with pluses and minuses. Passing grades range from A+ to D–; F is failing. INC denotes a grade of incomplete, NG denotes a non-graded course, NGR signifies no grade reported, and R is the grade given a for an in-progress multi-semester course. The grades of INC, NG, NGR and R do not have quality-point equivalents attached. The quality-point equivalents are below:

Letter grade values are combined with course credit hours to produce an average based on a 4.3 scale. Grade point average is calculated by multiplying the credit hour and quality point equivalent for each course and then dividing by the total number of credits taken.  The cumulative average is the sum of the products of all the grades at Cornell divided by the total number of credits taken.

S/U Grades

The purpose of the Satisfactory/Unsatisfactory (S/U) system is to encourage students to venture into courses outside their main areas of familiarity without great risk to their academic record.  The distinction between S and U is not the same, however, as that between pass and fail in the letter-grade system. In the S/U system, S indicates performance that would be graded C- or higher, and U indicates performance that would be graded below a C-. Students earn credit toward the fulfillment of graduation requirements for course grades of S, but not for course grades of U. Grades of S or U are not assigned numerical value and thus are not averaged in with other grades in computing grade point averages.

The various schools and colleges differ in the restrictions they place on the election of S/U grading over letter grading.  However, in those courses where college rules and course procedures allow it, the election is a student option that must be exercised prior to the end of the drop period for that course. 

Incomplete Grades

The grade of incomplete is appropriate only when two basic conditions are met:

1. the student has substantial equity at a passing level in the course with respect to work completed; and

2. the student has been prevented by circumstances beyond the student’s control, such as illness or family emergency, from completing all of the course requirements on time.

An incomplete may not be given merely because a student fails to complete all course requirements on time. Such a practice would be open to abuse; by deferring completion of some major course requirement, a student could gain advantage over his or her classmates by obtaining additional time to do a superior job.  This is not an option that may be elected at the student’s own discretion.

While it is the student’s responsibility to initiate a request for a grade of incomplete, reasons for requesting one must be acceptable to the instructor, who establishes specific make-up requirements.

The consequences of failure to complete all course work within the time permitted will depend upon the policy of the student’s college.  Some colleges convert the incomplete to a grade of F; others let the incomplete stand on the student’s transcript.  In either case, the option to make up the work is lost.  It is the responsibility of the student to see that all incompletes are made up before the deadline and that the grade change has been properly recorded with the student’s college registrar.

Please note: Once a student completes the course the faculty will submit a grade change to the College Registrar’s Office to update the grade.  All updated incomplete grades are noted on the student’s transcript with an asterisk. 

Grievances Regarding Academic Grading & Evaluation Procedures

This guideline suggests that avenues of discussion and appeal available to DVM degree candidates who believe that they have been unfairly evaluated, but it is NOT an appeals process by which grades may be challenged. Both College and University guidelines clearly define the rights of faculty members to evaluate students' performance and assign grades. Often the evaluation includes a subjective component. In such cases the faculty member should indicate at the start of a term the requirements and expectations and be willing to explain at the end of the course the basis on which any particular subjective evaluation was made. A student may request from the course instructor an explanation of the criteria and information used in making a subjective evaluation. Whenever possible, differences of opinion should be resolved through open and candid discussions between these parties. If, after these discussions, the student believes that the subjective evaluation was not a fair appraisal of performance or was based on prejudice or inaccurate information, the student may appeal in writing to the Chair of the Department, who will review all issues and recommend a resolution. The next level of appeal available to student is the Dean. The final option within the College is by written appeal to the General Committee.  This elected faculty committee may (1) decline to pursue the matter on the basis of lack of substantial merit (2) present the case to the entire faculty, with permission of the petitioner or (3) conduct a thorough investigation and make recommendations to one of both parties.  

The college allows one week at the start of each elective period for changes to enrollment or grade option in classes which begin in that period. Please note some courses may have a different add/drop deadline and will be communicated via email and/or the class note. Enrollment changes during this open add/drop period may be made on the self-service website (http://studentcenter.cornell.edu) unless otherwise instructed. After the first week of instruction, a course may be added with permission of the instructor and a $100 fee will be assessed. Dropping a course after the first week of instruction will result in a W on the student's transcript and an assessment of a $100 fee.

The student should check their enrollment record on http://studentcenter.cornell.edu after submitting an add/drop request to verify that the transaction has been recorded. A late fee of $100 per course will be charged for correction of errors reported after the end of the applicable add/drop period.

Credit will not be awarded for a course in which the student was not officially enrolled, even if the student attended all classes and completed the work. This is a Cornell University policy that may not be waived by the college.

Clinical Rotation Add/drop please see Clinical Year Policies below.

Auditing Courses: The university does not permit veterinary medical students to audit courses.

Undergraduate and Graduate Courses: DVM Students are not permitted to enroll in non-VTMED courses at the University. 

Non-Registration & Non-Payment of Fees & Tuition
The University assumes certain legal responsibilities for persons who participate as students in the University environment. As a result, specific requirements must be met in order to be eligible to remain enrolled for a current term or enroll in a subsequent term. A hold prevents the student from taking necessary actions to adjust their record. Holds may be related to academic, financial, advising, student health, or conduct reasons, and must be resolved by the student to enroll in courses, including add/drop, or to receive the diploma. Holds may also prevent a student's access to various campus resources. Based on the type of hold and the impact of the hold, Cornell University reserves the right to withdraw a student at any point of the term. If a student is withdrawn, re-enrollment in the same term is not guaranteed. If a student subsequently re-enrolls, the student will be assessed a late registration fee. University Record Holds can prevent a student from receiving certain services. The following link will provide additional information on holds. 

Full-Time Student Status
All students must maintain full-time status for each of the eight regular semesters (Fall & Spring) comprising the DVM program. Full-time status is determined by registering for a minimum of 12 academic credits per semester. 

Comprising a significant majority of the professional curriculum, core (foundation) courses are required of all students. They are scheduled in sequential blocks of time and vary in length and teaching modality. Course syllabi include descriptions of course expectations, and the basis upon which student grades are calculated. These may vary across courses, and it is the student’s responsibility to familiarize themselves with the policies of the courses in which they are enrolled.

Each core course is a prerequisite to the immediately following course. A student receiving a failing grade in a core course will not be allowed to continue in the subsequent core course(s).

Academic Actions:

A student who, over the course of their enrollment earns a grade of F in two core (foundation) courses, or a grade of D+ or below in three core (foundation) courses, will be administratively withdrawn from the college with no opportunity to re-apply or otherwise continue in the DVM program.

A student who earns a grade of F in one core (foundation) course in any one semester, or a grade of D+ or below in two core (foundation) courses in any one semester, will be placed on a required academic leave of absence. The student may not advance to the subsequent semester. However, the student will be permitted to return the following year to repeat the semester in which the above grade(s) was (were) earned.

A student, who earns a grade of D+ or below in one core (foundation) course in any one semester will be placed on academic warning and required to earn a grade point average of 2.0 or above in core (foundation) courses taken the following semester in which they are enrolled. A student who does not achieve this 2.0 grade point average will be placed on a required academic leave of absence. The students may not advance to the subsequent term. However, the student will be permitted to return the following year to repeat the semester in which they failed to earn the required grade point average of 2.0 or above.

Policy for repeating a semester:

A student may only repeat one semester during the course of their enrollment in the DVM program. A student who must repeat a semester is required to retake all core (foundation) courses which they did not previously meet academic standards. The student will not be eligible to repeat previously successfully completed coures to which they met academic standards for. 

Academic Actions: Core (Foundation) Course VI, Clinical Rotations

A student who receives a grade of U on a core or pathway clinical rotation will be required to repeat that rotation.  

A student who receives a grade of U on an elective clinical rotation will be required to complete an additional rotation in order to meet the 3-elective rotation graduation requirement.    

A student who receives a grade of U on any clinical rotation (core, pathway or elective) must successfully complete a remediation program developed by the Clinical Assessment and Teaching Support Committee.  

A student who receives a grade of U on 4 clinical rotations (including core, pathway and elective rotations) will be administratively withdrawn from the college with no opportunity to reapply or otherwise continue in the DVM program.

Committee for Students Denied Reregistration

If, according to the Academic Standards, the student is denied permission to continue in the program, the student may appeal to the Committee for Students Denied Reregistration within 3 days of their being notified.  That committee will meet with the student and make their decision regarding the student's academic status within one week of the Class Teachers’ meeting.  The student may continue in the academic program until the Committee reaches a decision.  If the Committee finds that there were substantial extenuating circumstances that led to the student’s poor academic performance, and that the extenuating circumstances are likely to be resolved, such that the student can successfully continue with the academic program, the student may be permitted to continue in the curriculum according to the terms laid out by the Committee.  If the Committee denies the appeal, the student will be withdrawn from the program.

All graduation requirements for the DVM degree must be completed within six years of a student's initial registration in the DVM program. This requirement applies to all veterinary students except those participating in DVM/PhD degree pathway.

For all students on leave, responsibility for maintaining eligibility to return to the DVM curriculum rests with the student. Failure to meet the applicable time of completion requirements will be deemed unsatisfactory performance, resulting in dismissal. If a student does not return from a leave at the conclusion of the set time period, and has not received an extension in writing, the individual will be deemed to have withdrawn from the Veterinary College. He or she may reapply through the College's admissions process and, if admitted, complete the entire DVM program.

The DVM/PhD degree pathway consists of two years in the DVM program, up to four years in graduate training, followed by two years in the veterinary program. For this degree pathway, all graduation requirements for the DVM degree must be completed within eight years of a student's initial registration in the DVM program.  

For students who follow the DVM/PhD degree pathway, SAP will be evaluated based on their enrollment in the individual programs. SAP standards for each program apply at the time the student is enrolled in either the DVM or PhD as their primary course of study. 

Satisfactory Academic Progress Policy 

Federal regulations (General Provision CRF 668.34) require that Cornell University College of Veterinary Medicine review the academic progress of students who apply for and/or receive financial assistance.

Satisfactory academic progress is comprised of three areas as required by federal regulations. A student must complete their degree within a specified period, demonstrate they are progressing through their program at a pace that will ensure graduation within the maximum timeframe, and achieve a GPA that is consistent with meeting graduation requirements. This regulation applies to each financial aid applicant, whether a previous recipient or not.

This policy on satisfactory academic progress relates specifically to students who apply for and/or receive federal financial aid and/or Cornell University College of Veterinary Medicine scholarships and grants. In addition to meeting the standard for receiving financial aid, students must also meet the academic standards defined in the University & College Policies section of the Student Handbook.

Financial Assistance Programs Affected

Health Professions Student Loan

Federal Direct Unsubsidized Loan

Federal Direct PLUS Loan

Federal Work Study/ VETSEP

Cornell University College of Veterinary Medicine Scholarships

Annual Evaluation

Annual financial aid Satisfactory Academic Progress (SAP) evaluations will be completed at the end of each academic year and cannot take place until final grades have been posted. This review will determine academic eligibility for the upcoming summer, fall, and spring terms. Every student who applies for financial aid must be making Satisfactory Academic Progress, regardless of whether they are a first-time applicant or have received financial aid in the past. Any financial assistance offered for the year ahead is subject to cancellation if the minimum standards of satisfactory academic progress were not met in the year prior. 

Incoming first year and new transfer students will be considered for financial aid for one academic year prior to the evaluation of Satisfactory Academic Progress. At the end of the first academic year of attendance at Cornell University, all students will be evaluated based on the standards of their designated academic level. They will then be reviewed annually until graduation. Students who transfer to Cornell University College of Veterinary Medicine in January will be evaluated at the end of their first semester. 

When a student returns from a period of non-attendance from Cornell, all prior academic activity will be included in future SAP evaluations.  Students will be notified of their failure to meet the SAP standards via their Cornell email account

Maximum Time Frame for Degree Completion

College of Veterinary Medicine policies specify that a student must complete his/her degree within 150% of the published length of the program. The maximum time frame in the College of Veterinary Medicine is measured in credits. DVM students must complete 174.5 credits to graduate. Therefore, the maximum time frame for degree completion is 261.75 attempted credits (174.5 x 150% = 261.75). Students may petition the Curriculum Committee through the college registrar for additional semesters if extenuating circumstances exist.

Credits counted in the maximum time are all attempted credits (even when not a financial aid recipient). Attempted credits include:

• Earned credits -Passed (A through D-), Satisfactory (S)(SX)
• Repeated courses -both attempts
• Withdrawal
• Failures -Failed (F), Unsatisfactory (U) (UX)
• Incomplete
• All accepted transfer credits

Federal regulations do not allow for the exclusion of courses in which a student has remained past the drop period and earned a grade of 'W' from its calculation of the maximum time frame.

Required Completion Rate

Federal regulations require that a student must progress through their program at a pace that will ensure graduation within the maximum timeframe. Progress is measured for students cumulatively and is calculated using standard rounding rules. To graduate within the maximum timeframe, a student must earn at least 67 percent of their attempted credits. Earned credit hours include:

• Grades of A through D-or S(X) (with credit)
• Transferred credits -provided they meet degree requirements

Required Grade Point Average

Federal regulations require the student to meet minimum cumulative GPA standards to retain eligibility for aid. To meet Satisfactory Academic Progress standards, a student must maintain a cumulative GPA of at least 2.0. Earned letter grades of A, B, C, D, and F (including repeated courses) are counted toward the GPA.  INC (incomplete), W (withdrawal), S(X)/U(X) (Satisfactory/Unsatisfactory), and GPA from transfer credits are not counted toward the GPA.

Additionally, the Higher Education Act requires a specific review of GPA at the end of a student’s second academic year (after four semesters).  Any student with a cumulative GPA under 2.0 after four semesters will be failing to meet SAP standards.

Treatment of Special Academic Situations

Academic Amnesty/ Expulsion: Title IV regulations do not allow for academic amnesty or expulsion of grades. All courses applicable to a student’s major (whenever taken), are included when evaluating a student’s satisfactory academic progress. 

PE Coursework: Excluded from SAP evaluations and not eligible for Federal Aid.

Remedial Coursework: Does not occur at the graduate or professional level at Cornell and as a result, has no impact on SAP.

Failure to Meet Satisfactory Academic Progress

Students failing to meet Satisfactory Academic Progress standards will lose their financial aid eligibility. They will be notified in writing of their status by the Office of Student Financial Planning. Students terminated from receiving financial aid can reestablish eligibility by successfully completing the cumulative credits and GPA required for SAP. Neither paying for one's classes nor sitting out a semester is sufficient to reestablish the financial aid eligibility of a student who has failed to meet SAP. If a special or unusual circumstance contributed to a student's lack of satisfactory academic progress, the student may appeal the denial of financial aid.

Financial Aid Appeal Process

The letter of denial from the Office of Student Financial Planning will describe the appeal process and a link to the appeal form will be provided.  This form provides the opportunity to appeal for reinstatement of your student aid eligibility. This form should only be completed if you have encountered extenuating circumstances that prohibited you from meeting financial aid satisfactory academic progress.  

Valid reasons for a SAP appeal include death of a relative, an injury or illness or other extenuating circumstances. Circumstances related to an outbreak of COVID-19, including, but not limited to, the illness of a student or family member, compliance with a quarantine period, or the general disruption resulting from such an outbreak will also be considered under extenuating circumstances. Lack of awareness of withdrawal policies or requirements for financial aid satisfactory academic progress are not acceptable reasons to appeal.  

The appeal must explain why the student failed to make SAP and what has changed in the situation that will allow the student to make SAP at the next evaluation. The Office of Student Financial Planning may request additional documentation at any point while evaluating an appeal. Documentation examples include but are not limited to, a letter from a doctor, medical care provider, or objective third party (e.g., a minister, social worker, counselor, facilitator, or other professional) that supports the student’s situation. 

The appeal must be submitted to the Office of Student Financial Planning within the College of Veterinary Medicine for evaluation. The director will respond to the appeal in writing within two weeks of receiving the complete appeal.

If the appeal is approved and the college determines that the student should be able to meet cumulative SAP standards by the end of the fall semester, the student may receive aid during the fall semester while on financial aid probation. If the appeal is approved and the college determines that the student will require more than one semester to meet cumulative SAP standards, the college may develop an academic plan specifically for the student and the student may receive aid during the fall semester while on financial aid probation. All students on financial aid probation during the fall semester will have their SAP reevaluated before the spring semester.  To remain eligible for financial aid during the spring semester, the student must be meeting cumulative SAP standards, or standards specified in their academic plan.  Students who fail to make SAP by the end of the fall semester will have their future financial aid eligibility terminated and will be notified in writing by the Office of Student Financial Planning.  As stated previously, students terminated from receiving financial aid can reestablish eligibility by successfully earning the cumulative credits and GPA required for SAP.

If the appeal is denied by the Director of Student Financial Planning, the student will be notified by email of the decision.  This notification will also make the student aware of their opportunity to respond and provide more information and documentation regarding their extenuating circumstances, if applicable.  While there is no official appeal deadline, all information should be submitted during the term the student is seeking aid, and not after.

Federal regulations prevent a student from submitting the same appeal two semesters in a row. However, there is no limit to the number of appeals a student can submit if they can document there are new circumstances preventing the student from making SAP. Similarly, there is no limit to the number of semesters a student can be on financial aid probation as long as an approved appeal or academic plan is in place and the student continues to make progress toward their degree.

Sometimes students find it necessary to postpone their studies for a while. Some reasons to take a leave may include: time needed for a special project, the need to re-kindle motivation and enthusiasm in academic study, financial difficulties, time needed to renew self-confidence and health, or career experience in an internship or job. A Leave of Absence is requested if/when you must leave the University and plan to return at a later time. A leave is granted upon request for a minimum of one year and maximum of two years. 

A Leave of Absence requested after the final drop deadline carries the following implication of a "W" notation will be entered for the courses in which a student is registered.

To submit a voluntary/personal leave or Withdrawal request please use this University Leave/Withdrawal Form. 

Voluntary/Personal Leaves

The Faculty of the College of Veterinary Medicine expects students to complete their course of study in four years. In certain instances, a student in good standing may apply to take a leave of absence for medical, personal, or other reasons prior to the completion of the degree. Such leaves should ordinarily commence upon the completion of the course in which the student is enrolled. In extraordinary circumstances, permission may be given for a leave to begin sooner.  A student on a leave of absence may not participate in any courses in the professional curriculum.

A student considering a leave should consult with the Assistant Dean for Student Services and Admissions. If the student is a recipient of financial aid, he/she must meet with the Director of Student Financial Planning before taking any leave. The leave is granted for a specific period of time, after which the student is expected to resume coursework. The student will receive a letter indicating the date by which the student must notify the College of their intent to resume studies and the date by which studies must resume. A student who fails to return at the end of a period of voluntary leave or who fails to provide written notice of intent to return at the end of a period of voluntary leave will forfeit the privilege of re-entering the professional curriculum. At the Assistant Dean's discretion, return from leave may be postponed if space is unavailable in a class.

A student returning from leave must certify that they have not received any felony or misdemeanor charges or convictions while on leave. Students on leave will not be allowed to attend core (foundation) courses of the professional curriculum; a student on personal leave who wishes to participate in any other courses in the professional curriculum must be enrolled in the course and registered as extramural students. Grades for extramural coursework are not included in the GPA calculations for fulfillment of requirements for a veterinary degree.

Health Leave

May be taken if a student consults with the Health Leaves Coordinator about this option; the Vet College will grant and readmit a student from a medical leave only upon the recommendation of the Health Leaves Coordinator, and outstanding academic requirements, if any, are met.  More information on the Health Leave of Absence process can be found on the Cornell Health website. A student on a leave of absence may not participate in any courses in the professional curriculum.

A student may be placed on an involuntary medical leave if a student engages in or is likely to engage in behavior which (1) poses a danger to self or others, (2) causes significant property damage, or (3) significantly disrupts the learning environment of others. 

Involuntary Leaves

Involuntary leaves are handled on a case-by-case basis. Any student placed on Involuntary leave will receive written documentation of the terms of the leave, including a description of any conditions that must be met before they return to full-time study, if permitted.  Involuntary academic leave takes effect on the date the college faculty take action through formal vote. The motions brought forward by the Class Teachers Committee will include a reference to the date the Assistant Dean for Learning and Instruction informed the student that s/he may no longer attend class, or continue in the professional curriculum. Involuntary leaves for other reasons will be handled on a case-by-case basis. The effective leave date will be determined by the Judicial Administrator's Office, or by the date of college faculty action. A student on a leave of absence may not participate in any courses in the professional curriculum.

Withdrawal

If, in mid-semester, a student decides to withdraw from Cornell University, with no intention of returning, they must submit the University Withdrawl Form.  The student’s withdrawl from the university will be effective the date the student submits the form.

Prejudice and discrimination have no place in a free society. In an academic community, individual worth is measured without regard to racial or ethnic origins, sexual preference or other characteristics irrelevant to personal performance.  Diversity of background, interests, talents, etc. in our community is one of the College's great strengths. The Dean, other members of the Administration and the faculty are committed to increasing and fostering diversity in the student, faculty and staff populations of the College. As members of the veterinary community, all students must be sensitive to the feelings and concerns of other members of the community. Prejudicial, discriminatory and/or insensitive comments or actions directed at others on the basis of their race, ethnic origin, gender, sexual preference or other personal characteristics will not be tolerated.  

To report a bias incident please use this link.

Reporting is confidential and open to all

Anyone who directly witnesses or experiences bias activity (or finds evidence of or hears about past bias activity) on the Cornell campus or in an area that impacts the Cornell community should intervene in the moment as appropriate (e.g., contact Campus Police at 911, if a crime is in progress, or interrupt the behavior in as much as the observer feels skilled and safe). A report of the incident should be made as soon as possible.