1. FINAN 6310
Advanced Venture Capital: Financing New Ventures
Chad Jardine
Syllabus
Photo credit: Huffington Post

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.

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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

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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%

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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

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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

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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

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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.

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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.

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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

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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. 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.