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2021 Syllabus FINAN 6310

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Syllabus FINAN 6300
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2021 Syllabus FINAN 6310

  1. 1. FINAN 6310 Advanced Venture Capital: Financing New Ventures Chad Jardine Syllabus Photo credit: Huffington Post
  2. 2. Page 1 FINAN 6300 Syllabus Course Schedule Due Deliverable Pts. Aug 31 Quiz 0. Course Introduction 20 Quiz 1. Lecture 1, Text Ch. 1 & 7 35 Icebreaker Video 30 Sep 7 Quiz 2. Lecture 2, Text Ch. 13 & 16 35 Case #1 50 Icebreaker Video Peer Feedback 10 Sep 14 Quiz 3. Lecture 3, Text Ch. 8 & 10, Article Psychology of Investing 35 Sep 21 Quiz 4. Lecture 4, Text Ch. 3, 11, & 14 35 Case #2 50 In-Class Participation Part 1 80 Sep 28 Quiz 5. Lecture 5, & CYO 35 [DRAFT] Executive Summary 30 [DRAFT] Fundraising Pitch and Pitch Deck 45 Oct 5 [DRAFT] Fundraising Pitch Peer Feedback 10 Midterm Exam 150 FINAN 6310 | Advanced Venture Capital: Financing New Ventures | Tue 6–10pm | GARFF 2335 Chad Jardine Consultation: by appointment (801) 701-1802 chad@chadjardine.net Text: Venture Deals: Be smarter than your lawyer and venture capitalist, 4th. ed. by Brad Feld and Jason Medelson (ISBN: 978-1119594826) Additional material will come from the business press (Bloomberg, WSJ, Forbes, etc.), cases, ar- ticles, blogs, podcasts and other sources which will be provided.
  3. 3. Page 2 FINAN 6300 Syllabus Course Objectives FINAN 6310 Advanced Venture Capital builds on the concepts introduced in FINAN 6300 and further develops the language, skills, know-how, concepts, attitudes and information surrounding raising capital for new and growing businesses. We’ll focus on four dimensions of funding a new venture: Company, Context, Investors and the terms of the Deal. Company. How do you fund a world- changing idea? You’ll learn how to identify and understand the four components of risk in a startup company and see how successful entrepreneurs build value for themselves and others by creating a fundable venture. Context. This course will cover the environment and culture around seeking investment in startup and growth companies. We’ll look at identifying the resources available, ethical business practices, and the historical context of finance, government, and economic factors that influence investors. Investors. Financing your company requires that you understand your audience, what makes a great opportunity, how to craft a compelling pitch, and what criteria investors use to screen and evaluate the opportunities and risks of a prospective investment. We’ll also introduce you to the language of investing, which will enhance your credibility. The Deal. We will cover valuation strategies, heuristics and implications for how funding deals go together. You’ll learn when and how to use alternative deal structures, understand various exit/harvest strategies as well as basics of term sheets and due diligence. This course aims to increase your odds for success in dealing with investors, by learning to think like them. In addition to becoming familiar with the process of financing a new venture, the course focuses on how to build fundamental value within a company and increase a new venture’s investment worthiness. These include concepts like the importance of the opportunity, favorable deal structure, clear Course Schedule Due Deliverable Pts. Case #3 50 Oct 12 FALL BREAK—NO CLASS Oct 19 Quiz 6. Lecture 6, Text Ch. 4, 5, 6, & 9 35 [FINAL] Executive Summary 40 [FINAL] Fundraising Pitch and Pitch Deck 70 Oct 26 [FINAL] Fundraising Pitch Peer Feedback 20 Quiz 7. Lecture 7, Meeker, Text Ch. 2 & 15 35 Nov 2 Inter-team Evaluations 20 In-Class Participation Part 2 80
  4. 4. Page 3 FINAN 6300 Syllabus customer acquisition strategy, presentation of current and projected financials, mitigating the four elements of risk, legal and capital structures, venture capital, private placements, initial public offerings (IPO), mezzanine debt, preferred stock, warrants and other forms of new venture financing. In this course, you will enjoy a safe environment. This allows you to ask questions, proffer analysis, interact with your peers and become familiar with the subject at essentially no cost— decreasing your odds of a blunder when facing costs and risks in the real world. Student Objectives Upon completion of FINAN 6310, you should be able to: • Follow current events in the business press and understand how they relate to the historical context and how they may impact the climate for securing financing. • Synthesize the tools and frameworks provided, learning from other courses in your academic program and insights from this course to analyze and evaluate a potential investment from the venture capitalist’s perspective. • Apply venture opportunity screening criteria and techniques to an actual start-up idea. Develop and prepare an executive summary and pitch materials. • Provide substantive feedback to instructor, guests and peers. Understand how successful entrepreneurs and investors create and build value for themselves and others Your objective is to build confidence in your ability to discern the best alternatives for a particular firm. More than anything else, this course lets you practice making financial judgments and management decisions in a safe & cost-free environment. Course Format This course utilizes case studies, real world examples, interactive lectures, guest presentations, student presentations, and/or supplemental activities to facilitate analysis and discussion. We will discuss actual firms facing real-world challenges, and actual events. They are inherently complex, there is often a lack of information and no clear or predetermined solution. This may initially make you uncomfortable. Grading The grading scale used is as follows: Grade Points % A ≥ 930 pts. ≥ 93% A- 891–929 pts. 90%–92% B+ 861–890 pts. 87%–89% B 831–860 pts. 84%–86% B- 801–830 pts. 81%–83% C+ 771–800 pts. 78%–80% C 741–770 pts. 75%-77% C- 711–740 pts. 72%–74% D+ 681–710 pts. 69%–71% D 651–680 pts. 66%–68% D-/F ≤ 650 pts. ≤65%
  5. 5. Page 4 FINAN 6300 Syllabus There are 500 points possible, excluding bonus points. Points are allocated as follows: Points % Participation 160 16% Video Icebreaker 40 4% Quizzes 265 27% Midterm 150 15% Case Analysis Reports 150 15% Fundraising Pitch 235 24% TOTAL 1,000 100% Course Requirements Submissions Assignments should be turned submitted via Canvas by the date and time specified. In-Class Participation 160 points—16% of course grade Attendance is factored into your participation points. Come prepared by reviewing cases and/ or reading prior to class. Students are expected to drive class discussion with moderation from the instructor. I expect you to contribute to discussing cases and concepts, sharing your perceptions, thoughts, interpretations, and analysis with with your peers. You will be called on from time to time, however, your participation is your own responsibility. Since participation is such a large part of your grade, it is imperative that you attend and participate in every class. (If you are uncomfortable participating or will miss class for any reason, come and see me for a make-up assignment. Make-up work provides a maximum of 70% of the points for any given day.) To receive a high participation grade, you should be prepared to make substantive contributions several times per class. The caliber of your contributions will be measured by: • Are your points relevant to the discussion? • Do your comments merely recite the facts, or do you offer additional insight, interpretation or analysis? • Are the implications of your comments clearly drawn? • Do you provide supportive evidence in addition to expressing your opinion? • Are your comments linked to those of others? • Do your comments further the class’s understanding of the issues discussed? • Do your comments raise interesting questions? • Do you make use of models and techniques from readings and/or lectures? • Are your comments professional, constructive, and respectful? Video Icebreaker & Peer Feedback 40 points = 4% of course grade For this assignment, you will record a short video introducing yourself to the class, and give each other feedback. In addiiton to helping you get to know your classmates, this will familiarize you with GoReact, the system we will be using with Canvas for Business Model Canvas presentations later in the course. Course Quizzes (8) 20 pts. x 1, 35 pts. x 7 = 265 points—27% of course grade Videos and reading assignments will often be followed up by a quiz. Quizzes will be submitted via Canvas. Midterm Exam 150 Points—15% of Course Grade A midterm exam will be administered via Canvas. It will cover the principles discussed in
  6. 6. Page 5 FINAN 6300 Syllabus class to that point. Lecture slides and review will be provided to review prior to the exam. Case Analysis Reports (3) 50 points = 150 points—15% of course grade You will assume the role of an analyst (or team of analysts). Your objective is to make a recommendation to your client, the investor, on an investment scenario (business plan, fundraising documents, etc.), i.e., the case. Your recommendation will be in the form of a BUY (make the investment) or SELL (pass on the investment) rating, just as an industry analyst would. Your report must also contain the key points of your critical analysis, so the client can understand why you recommended as you did. Cases will be submitted via Canvas. Essentials. Ensure that your team names are on the front page as well as your recommendation. Important: you MUST provide an investment recommendation (BUY or SELL) to receive credit for the report. Case Reports should contain four sections; each section is worth 10 points (your rank among your peer teams will be worth up to an additional 10 points. Case Analysis Report Format The four sections are, Summary & Presentation, S.W.O.T. Analysis, Risk Analysis, and Quantitative Analysis and should contain the following: I. Summary and Presentation (1–3 pages) In addition to the housekeeping items on the front page (see Essentials) this section should summarize your analysis, reasoning, and recommendation. If this were the only section your client read, he or she should be able to understand why you recommended as you did. This section should also include a review of the overall quality and presentation of the case materials. There is no one way to prepare fundraising documents. However, there are some common themes used by companies that actually get funded. Some questions you should consider are: Was the plan easy to read? How was the spelling and grammar? Did it convey the opportunity? Was the structure of the investment compelling? Were the assumptions and the financial statements (if any) well laid out and clear to discern? Remember, the first page MUST include your recommendation (BUY or SELL) or the report will receive ZERO points. II. S.W.O.T. Analysis (1 page) This section explores the qualitative issues of the case. The section should contain two parts: a S.W.O.T. (Strengths, Weaknesses, Opportunities, Threats) analysis in chart/ bullet format, and supportive reasoning of the S.W.O.T. in paragraph format. Try to contain the length of each bullet to one or two sentences. Your supportive narrative should be organized into the four areas and include your rationale for why you saw it as a strength, weakness, etc. You should be able to highlight the most important issues from the investor’s perspective without lengthy discussion. III. Four Components of Risk (1 page) This section should include your summary of the four strategic components of risk: Product, Market, Team & Execution and Financial. A. Product: Ask yourself, are the products fully developed and ready for sale? Where are the products in the product life cycle? What is the expected longevity of these products? What is the plan when these products decline? Are there additional products being developed? What are the characteristics of the value chain the company depends on for the production of these products? What is the production
  7. 7. Page 6 FINAN 6300 Syllabus capability of the company or the sourcing company? Are there economies of scale that need to be reached to maximize the growth potential? Are there, or will there be problems with inventory? Does the company have a research and development department? If so, who runs it? Who are the key personnel responsible for the development of the company’s products? What products does the company depend on for its business? How do the products compare with the competition? Is the product or service industry disrupting? Does the company have first-mover or exclusive advantages over the competition? What is the major competitive advantage in terms of utility (product, place, price, promotion, personnel)? What is the unique value proposition of the product or service? Is there a technology risk (imitation, obsolescence, failure) to the product? Does the company have product liability insurance? Has the product undergone third- party testing? Are the results of such testing available? What are the capital expenditures to produce the product and support it? Does the company financing plan support the production and development of the product? Does it support the development of replacement products if required? Are there patents or other intellectual property rights to the product or service and who owns these rights? Do other stakeholders of the company have interest in the product, inventory, and intellectual property rights? Are the products or services too diversified or too concentrated from a risk perspective? B. Market: Ask yourself, can the product be sold? Furthermore, has the company proven that customers are willing to buy it? Have they sold one? Does the company have a fully developed Customer Acquisition Model (CAM)? What is the pricing structure? How does it compare with the competition? Is the pricing in line with the segment of the market that the company is targeting? What is the advertising model? What is the company’s budget for sales and marketing? Is the market scalable? Is there a brand name or names associated with the product or service? Can the company describe the distribution channel or channels? Have any feasibility studies been performed? Does the product or service serve a niche market? If so, how big is the niche market? Is it expanding or retracting? Does the company have any third- party endorsements? Are the sales and revenue projections reasonable? What are the barriers to entry into the markets? Does the company have a competitive advantage over the competition? Where is break-even for the company in dollars and units? C. Team & Execution: Can management execute to make the company successful? There is a saying in the venture capital business, “Bet on the jockey, not the horse.” The ability to ascertain the inter-personal skills of management is difficult. In this section, you want to discover background like work experience, education and professional achievements. You do this by looking at the bios of key management. How old are they? Is there a nice blend of age to show the excitement of youth and the wisdom of experience? Is management working in the same field as their educational and professional background? You want to consider the organizational chart of the company. Is the organization too horizontal or too vertical? Are there missing personnel in the organization? Are there cash flow issues and do you think management has the experience to work and succeed under this type of pressure? What are
  8. 8. Page 7 FINAN 6300 Syllabus the financing issues the company is having; is management well equipped to deal with them and utilize assets in the company to solve these problems? What other immediate threats or weakness will pose management issues for the company? Does management have key relationships that will help the company? Does the CEO have vision and engender confidence? Does management have the skills to run a large organization or do you think that more seasoned management needs to eventually be brought in? Does management look like they have the ability to set budgets, implement and analyze? Has the company laid out a strategic growth plan that looks attainable? What are management’s long term goals? Does the company have a board of directors or advisory board that will aid in the achievement of company potential? Does management own of enough of the company to keep them incentivized to stay through the tough times? Does management have real money invested in the company that will cause them fight as hard for you as the investor as they will for themselves? D. Financial: Can the investor get his/her money back? How? Can he/she get his/her required rate of return? Concerns over getting their money back are not isolated only to venture capitalists but to any person who invests. You must look at the overall business model, structure, management, board of directors and consultants with the company to ascertain if they can provide confidence and security that they can return money to investors with the required rate of return. IV. Quantitative Analysis This section is where you analyze the quantitative areas of the deal. Look at the capital structure as it pertains to the Valuation Formula, probability of risk and return and required rates of return. On this page you should try to construct a Capital Structure Sheet, a detailed break-down of the Valuation Formula, what the hurdle rate is, projected earnings per share and other salient management accounting-type issues. The narrative for this section should provide your basic assessment of the qualitative elements of the company. By the numbers, would you recommend investing? Does what the company is offering meets your hurdle rate? Can you tell? It’s common for young companies to struggle to provide complete financials and strong financial performance. The risk of the deal is often apparent in this section. So, you will need to work with what you have, however scant, and derive whatever you can in order to influence your final recommendation. If you need to include additional information that supports but does not summarize your quantitative conclusions, please attach it as an appendix, and keep this section to one page for summarizing the quantitative elements and how they impact your recommendation decision. Grading is more lenient early on as you are learning and becoming comfortable with the format for these. Final Team Project 235 points—24% of course grade Your final project will be done as a team. You will prepare fundraising materials including a written executive summary, a pitch deck (slides), and an oral presentation where you will pitch your company in class. You will give the pitch twice in order to incorporate feedback and learning from the first presentation into the final. The business will be an original business idea (real or contemplated) which you or someone on your team feels passionately about starting. Since writing this report merely for the mental exercise will avail you little, I and your peers will be judging how passionate you come across.
  9. 9. Page 8 FINAN 6300 Syllabus Projects will include 4 elements: • Fundraising Pitch • Pitch Deck • Executive Summary • Peer Evaluations Fundraising Pitch (In-Class) Each team will deliver a presentation which will be in-class. Each team member should participate. Pitch Deck Slides accompanying your presentation will be uploaded to GoReact as a PDF and synced to your presentation. Executive Summary This should generally follow the format of the weekly Case Analysis Reports done throughout the course, with your original idea as the subject. More instructions are available on Canvas. It must be original work. You may not copy, rewrite or use someone else’s business plan or work. Peer Feedback You will required to give feedback to your peers. We will be using the GoReact software platform for capturing instructor and peer feedback. Inter-team Evaluation. You will be required to individually submit a one- page paper describing your own contribution to the team project, as well as an evaluation of each of your team members. These will be kept confidential. If you have an unresolvable difficulty working with someone in your team, the team can submit a letter to the instructor and vote a member out for not fulfilling their part, not pulling their weight, or any other substantive reason. All remaining team members must be unanimous in this decision. If you are voted out, you will be responsible for doing a similar project totally on your own. Scores will be given according to the following: Project Grading Fundraising Pitch [DRAFT] 25 pts. 10.6% Pitch Deck [DRAFT] 20 pts. 8.5% Executive Summary [DRAFT] 30 pts. 12.8% Peer Feedback [DRAFT] 10 pts. 4.3% Fundraising Pitch [FINAL] 50 pts. 21.3% Pitch Deck [FINAL] 20 pts. 8.5% Executive Summary [FINAL] 40 pts. 17.0% Peer Feedback [FINAL] 20 pts. 8.5% Inter-team Evaluation 20 pts. 8.5% TOTAL 235 pts. 100% Policies Late Assignments All assignments are due at the time indicated on the course schedule. Late work is not accepted. Should you be unable to attend a class, you must still submit your assignment by the due date, via alternate methods (Canvas or email). If you have a legitimate medical or family emergency, please discuss it with me. Participation Online courses make interaction with me, with guests, and with your classmates more difficult. Much of what you see will be videos of myself or others, which is only one-way communication. To get the most from this course, I encourage you to ask questions publicly via Canvas unless the issue is personal and requires privacy. Seek out opportunities to interact. I expect you to contribute to discussing cases and concepts, sharing your perceptions, thoughts, interpretations, and analysis with with your peers.
  10. 10. Page 9 FINAN 6300 Syllabus Netiquette If you’re a troll, stop it. Communication/Expectations I’m an adjunct. The University uses adjuncts for two main reasons: 1. We are typically working in the field and can bring a real-world perspective to the classroom, and 2. We are much less expensive than a full-time career instructor. As a result, I may not be as responsive as a full-time instructor. I will respond to all communications, and am very sensitive to questions that impact your ability to deliver work by the due date. But, you may not hear back from me for 24 hours or more in some cases. DESB Grading Policy Grading provides feedback to students on how well they have mastered the content and learning objectives of a particular course to allow students to capitalize on strengths and work to improve weaknesses through future courses of action. The DESB grading policy is intended to ensure grades offer reliable feedback regarding student performance, and to ensure fairness and consistency across the School. The faculty member is responsible for arriving at a grade for each student that the faculty member believes appropriately reflects the student’s mastery of the course material and learning objectives. The faculty member will then consider the class’ overall performance in terms of School guidelines. These guidelines are provided to ensure that grading, on average for the School as a whole, is sustained at a reasonable level over time. The guidelines are as follows: Course Level Guideline 1000–2000 2.4–2.8 3000–3990 2.6–3.0 4000–5990 2.8–3.2 6000–6990 3.1–3.5 If students have a concern about their grade in a particular course, they should consider whether it reflects an accurate evaluation of their mastery of the course material and learning objectives, in terms of the above descriptors. If they need clarification of the instructor’s evaluation, they should meet with the instructor to obtain additional information and feedback. If after doing so, they believe their grade was arrived at in an inappropriate manner, they may pursue an appeal through the School’s appeals process as described in Section 5.15 of the University of Utah Code of Student Rights and Responsibilities (Policy 6-400). DESB Statement of Professional and Ethical Conduct Because of the importance of professional and ethical behavior in business, and its emphasis in our program, professional or academic misconduct is not tolerated in the David Eccles School of Business. Students are expected to adhere to the standards of behavior outlined in the University of Utah Code of Student Rights and Responsibilities (Policy 6-400). Students engaging in behavioral misconduct could be subject to suspension or dismissal from the University. Students involved in any form of academic misconduct, including but not limited to cheating on tests, plagiarism and collusion may, at the instructor’s discretion, receive a failing grade in the course, examination, or academic assignment. In addition to or instead of this sanction, the instructor may refer the case to the Student Behavior Committee for hearing. If the instructor chooses not to do so, the Associate Dean for Academic Affairs, after appropriate investigation, may do so along with a recommendation to dismiss the student from the Business School. If, after hearing the evidence, the Committee determines that the student in question is guilty of the misconduct charged, the Committee may impose sanctions in addition to those taken by the professor. If the academic dishonesty is not proven, the instructor must rescind any sanctions imposed
  11. 11. Page 10 FINAN 6300 Syllabus and will be required to evaluate the student’s performance with the assumption that there has been no misconduct. The School will treat the student likewise. If a student suspects another student of academic misconduct, he/she should refer the incident to the instructor, the appropriate department, the Associate Dean for Academic Affairs, or the Student Behavior Committee, administered by the Associate Dean of Students, 270 Union. Americans with Disabilities Act The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disabled Student Services, 162 Olpin Union Building, 801-581-5020. CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. The Americans with Disabilities Act The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 801-581-5020. CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Addressing Sexual Misconduct Title IX makes it clear that violence and harassment based on sex and gender (which Includes sexual orientation and gender identity/ expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, SSB 328, 801‐581‐7776. To report to the police, contact the Department of Public Safety, 801‐585‐2677 (COPS). Campus Safety The University of Utah values the safety of all campus community members. To report suspicious activity, call campus police at 801-585-COPS (801-585-2677). You will receive important emergency alerts and safety messages regarding campus safety via text message. For more information regarding safety and to view available training resources, including helpful videos, visit safeu.utah.edu. Names and Personal Pronouns My belief is that the trend for pronouns to be a point of offense does a disservice to all parties, is a barrier to civil discourse, and supplants the noble aim that a university be a place of vibrant cultural contrast and diversity in people and ideas with a culture of victimization that stifles the expression of these ideals. Furthermore, I respect the rights of every student or faculty member to disagree with me. You are welcome and valued in my class. If you have a preferred name, nickname, or prefer a particular pronoun, I will try to address you by it. If you prefer to establish your gender by societal norms of name spelling, dress, grooming, or other traditional approach to designating yourself as masculine/feminine, I’ll do my best
  12. 12. Page 11 FINAN 6300 Syllabus to perceive and respect that—and address you accordingly. In addition, you may address me however you wish. I am not easily offended. While I enjoy tokens of respect as much as the next person, I’m sensitive to anything that increases your cognitive load. My hope is that whatever energies you have available are directed toward learning. Diversity and Inclusivity I view the diversity that students bring to this class as a resource, strength and benefit. Please don’t deprive me or your classmates of the benefit of your individual perspective, beliefs, culture, or personality. Education and personal growth often require us to become uncomfortable as we wrestle with new ideas and understanding. In this course, we will have the courage to discuss difficult or controversial topics that are relevant to the course. However it’s my intent to present all materials and activities in ways that are respectful. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. COVID-19 University leadership has urged all faculty, students, and staff to model the vaccination, testing, and masking behaviors we want to see in our campus community. These include: • Vaccination • Masking indoors • If unvaccinated, getting weekly asymptomatic coronavirus testing Vaccination Get a COVID-19 vaccination if you have not already done so. Vaccination is proving highly effective in preventing severe COVID-19 symptoms, hospitalization and death from coronavirus. Vaccination is the single best way to stop this COVID resurgence. Visit http://mychart.med.utah.edu/, http://alert. utah.edu/covid/vaccine, or http://vaccines.gov/ to schedule your vaccination. Masking Treat masks like seasonal clothing (i.e. during community surges in COVID transmission, masks are strongly encouraged indoors and in close groups outside). Testing If you are not yet vaccinated, get weekly asymptomatic coronavirus tests. This is a helpful way to protect yourself and those around you because asymptomatic individuals can unknowingly spread the coronavirus to others. Students must self-report if they test positive for COVID-19 via this website: https://coronavirus. utah.edu/. Student Mental Health Resources Rates of burnout, anxiety, depression, isolation, and loneliness have noticeably increased during the pandemic. If you need help, reach out for campus mental health resources, including counseling, trainings and other support. Consider participating in a Mental Health First Aid or other wellness-themed training provided by our Center for Student Wellness and sharing these opportunities with your peers, teaching assistants and department colleagues.

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