Veterinary Technology

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Associate in Science Degree:

Veterinary Technology

Certificate:

Veterinary Management

Veterinary Technology

Comprehensive Academic Program Review

2010-11

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Veterinary Technology

2010-11 Comprehensive Academic Program Review Department of Academic Effectiveness and Assessment

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Comprehensive Academic Program Review Produced by

Veterinary Technology Program

Richard Flora, Ph.D.

Dean, School of Veterinary Technology

Department of Academic Effectiveness and Assessment

James Coraggio, Ph.D.

Director of Academic Effectiveness and Assessment

Magaly Tymms, B.S.

Assessment Coordinator for Academic Programs

Amy Eggers, M.A.

Research Analyst

Amy Brush, M.S.

Outreach Coordinator

With contributions from:

Shirley Bell

Leigh Hopf

St. Petersburg College is dedicated to the concept of equal opportunity. The College will not discriminate on the basis of race, color, religion, sex, age, national origin, or marital status, or against any qualified individual with disabilities, in its employment practices or in the admission and treatment of students. Recognizing that sexual harassment constitutes discrimination on the basis of sex and violates this rule, the College will not tolerate such conduct.

Data and information contained herein cannot be used without the express written authorization of St. Petersburg College. All inquiries about the use of this information should be directed to the Director of Academic Effectiveness and Assessment at St. Petersburg College. Department of Academic Effectiveness and Assessment St. Petersburg College P.O. Box 13489 St. Petersburg, FL 33733 (727) 712-5237 FAX (727) 712-5411

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iv

Program Administrator’s Perspective: Issues, Trends, and Recent Successes ...48

Program Action Plan ...49

President’s Cabinet Review ...51

References ...52

Contact Information ...52

Appendix A: Program Overview (2011) ...53

Appendix B: Articulation Agreements ...55

Appendix C: Advisory Board Committee Minutes and Recommendations, 2010-11 ...57

Appendix D: Advisory Board Committee Minutes and Recommendations, 2009-10 ...61

Appendix E: Advisory Board Committee Minutes and Recommendations, 2008-09 ...69

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Executive Summary

Introduction

The program review process at St. Petersburg College (SPC) is a collaborative effort designed to continuously measure and improve the quality of educational services provided to the community.

Program Description

Graduate technicians assist veterinarians by using their scientific knowledge and skills for the benefit of society through the protection of animal health, the relief of animal suffering, the conservation of livestock resources, the promotion of public health, and the advancement of medical knowledge.

Degrees Offered

An Associate in Science Degree in Veterinary Technology, and a Certificate in Veterinary Management are offered at SPC.

Program Performance

 Actual Course Enrollment increased during the Fall (1368) and Spring (1257) terms in 2009-10, from the previous two years. Summer has had the lowest actual enrollment over the last three years.

 Unduplicated Headcount increased during Fall (302) and Spring (271) terms in 2009-10, from the previous year. Summer has had the lowest unduplicated headcount over the last three years.

 Student Semester Hour (SSH) Productivity increased during Spring (0.87) and Summer (0.60) terms in 2009-10, from the previous year. Fall 2009-10 productivity remained the same (0.79).

 The number of AS program graduates in the Veterinary Technology program decreased in 2009-10 (61) from the previous year, while the number of Certificate completers increased (5).

 The vast majority of students in the program continue to succeed in the courses. In Spring 2010, 93.1% of the students were successful as compared to 94.6% in Spring 2011. In Fall 2009, 91.3% of the students succeeded as compared to 93.6% in Fall 2010.

 Fulltime Faculty taught 60.1% of the ECHs in 2009-10 as compared to 67.5% in 2008-09. Adjunct Faculty taught 23.1% of the ECHs in 2009-10 as compared to 15.9% in 2008-09. The highest semester for Adjunct ECHs was Spring 2009-10 in which adjunct faculty taught 26.2% of the program’s course load. The three-semester average for adjuncts (23.1%) in 2009-10 is consistent with the College’s general 65/35 Fulltime/Adjunct Faculty Ratio guideline.

Program Profitability

 The Relative Profitability Index (RPI-T) for the Veterinary Technology program increased (0.45) in 2009-10, from the previous two years. To provide a comparison of the program’s RPI-T to other similar programs, three other comparative measures were calculated. The 2009-10 mean RPI-T for SPC was 0.81; the 10 mean RPI-T for the Health Center was 0.50; and the

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2009-Veterinary Technology

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10 mean RPI-T for programs which offered between 50% and 75% of their courses online was 0.75.

Program Improvements

 Capital Expenditures (Fund 10 and 16) for the Veterinary Technology program (Org: 11230111 and 11230112) during the past three years totaled $74,670. Program improvements made as a result of the capital expenditures included a digital radiograph machine, cat condos, computer equipment, teaching microscopes, and office supplies.

Academic Outcomes

 The 2007-08 Academic Program Assessment Report indicated that four of the eight MLOs met the criteria for success in 2007, and all of the MLOs met the criteria for success in 2008.

 The 2007-08 Academic Program Assessment Follow-up Report was completed in August 2008. All three action items were successfully completed and the results published in the 2007-08 follow-up report.

Stakeholder Perceptions

 All the individual average content area scores for the Student Survey of Instruction (SSI) were above the traditional threshold (an average of 5.0) used by the College for evaluating seven-point satisfaction scales. These results suggest general overall satisfaction with the courses within the Veterinary Technology program; specifically, as they relate to faculty engagement, preparation and organization, and course instruction.

 A Veterinary Technology advisory committee meeting was held on October 27, 2010. The meeting consisted of various reports including enrollment, program changes, graduation, Veterinary Technology National Exam (VTNE) results, a new building, new programs, equipment purchases, labor market data, and discussions about graduate placement, graduate and employer surveys, and updates on various topics.

 One hundred and one Recent Alumni surveys were provided to the 2008-09 graduates of the Veterinary Technology program. Forty percent of the graduates contacted responded to the survey (41 of 101). Not all respondents answer every survey question; therefore, the percentages listed below represent the responses to each survey question in relation to the total number of responses received for each question.

Notable results include:

o 92.1% of recent graduate survey respondents, who were employed, were employed full-time.

o 94.3% of recent graduate survey respondents had a current position related to their studies.

o 28.9% of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to “Meet certification-training needs,” 26.3% “Continue my education,” 18.4% “Earn more money,” 7.9% “Change career fields,” 7.9% “Obtain employment,” 7.9% “Get a promotion,” while the remaining 2.6% stated “Other.”

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o 61.5% of recent graduate survey respondents indicated that their SPC degree allowed them to “Meet certification-training needs,” 53.8% “Earn more money,” 33.3% “Continue my education,” 33.3% “Get a promotion,” 23.1% “Obtain employment,” 7.7% “Change career fields,” and 10.2% “Other”. [Note: The total may exceed 100% as this question allows multiple responses.]

o 51.2% of recent graduate survey respondents indicated that SPC did “Exceptionally well” in helping them meet their goal; 39.0% said “Very well,” while 7.3% thought SPC did “Adequately.”

o 51.4% of recent graduate survey respondents indicated that they earned between $10.00 and $14.99 per hour ($21,000 and $30,999 annually), 45.9% earned between $15.00 and $19.99 per hour ($31,000 and $41,999 annually), while the remaining 2.7% earned $20.00 and 24.99 per hour ($42,000 -$51,999 annually).

o 28.2% of recent graduate survey respondents indicated they are continuing their education.

o 100.0% of recent graduate survey respondents would recommend SPC’s Veterinary Technology program to another.

 Seventeen employer surveyswere sent out based on the permissions provided by recent graduates in the 2008-09 recent graduate survey. Nine survey respondents provided an evaluation of the graduates’ college preparation.

Notable results include:

o 100.0% of employers responding to the survey indicated they would hire another graduate from SPC.

o 44.4% of employers responding to the survey had graduate employees who earned between $15.00 and $19.99 per hour ($31,000 - $41,999 annually). 44.4% indicated earnings between $10.00 and $14.99 per hour ($21,000 - $30,999 annually), while the remaining 11.1% earned between $20.00 and $24.99 per hour ($42,000 - $51,999 annually).

Occupation Profile

 One occupation description, veterinary technologists and technicians, was located in the Bureau of Labor Statistics for the Veterinary Technology program.

 The 2009 median yearly income for veterinary technologists and technicians was $29,300in the United States and $27,200 in Florida.

 Employment trend information for veterinary technologists and technicians showed a significant average annual increase (24% - 36%) in employment for the profession over the next 7 years for both the country and state.

 The major employers of SPC’s Veterinary Technology program are employed in various areas related to their field. The primary local employers of these graduates are Bay Moorings Animal Hospital, Bay Road Animal Hospital, Berera Animal Hospital, Dogs and Cats Veterinary Referral, Florida Veterinary Specialist, Gulf Winds Animal Hospital, Happy Tails Veterinary Emergency Clinic, Heron Creek Animal Hospital, Hillside Animal Hospital, Janesville Veterinary Clinic, Lake City Animal Hospital, Martin Downs Animal Hospital, Metropolitan Veterinary Associates, Shamrock Veterinary Clinic, Tampa Bay Veterinary

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Surgery, University of Tennessee Veterinary Teaching Hospital, and Veterinary Emergency Clinic.

 Total Placement in the Veterinary Technology program from 2005-06 through 2007-08 ranged from 97% to 100%.

State Graduates Outcomes

 State Graduates Outcome indicated that one hundred and eight students completed a state Veterinary Technology program in 2008-09, of those seventy-five had some matching state data and were employed. Eighty-seventy-five percent (85%) of those state graduates were employed at least a full quarter. SPC’s graduates exceeded this rate with 88% of the graduates employed at least a full quarter.

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Program Administrator’s Perspective: Issues, Trends, and Recent Successes

As the sophistication of veterinary medicine continues to increase, one of our challenges is to remain current with respect to the knowledge we encourage and expect our students to acquire at SPC. A major advantage in addressing this challenge is that fact that most of our faculty remain active members of the veterinary profession, and are affiliated with several veterinary hospitals. As a result, our instructors are intimately involved on a daily basis with the advances in veterinary medicine and the expectations of pet owners. Our instructors deliver this important knowledge and perspective to their students.

The placement rate for our graduates continues to be in the 90-100% range. The Veterinary Technician occupation has been identified as one of the top growing professions by the Department of Labor Statistics. The employment outlook for our graduates remains encouraging at this time.

We continue to receive requests from veterinary practices around the country regarding their interest in hiring additional program graduates. Just last week I heard from a practice that employs one of our graduates, and one of our current students, and they would like for a new employee to enroll in our program. Another practice that employs one of our graduates asked us to post a job announcement, as they are seeking to hire an additional graduate.

Recommendations/Action Plan

 Program Recommendations and action plans are compiled by the Provost and Program Administrator, and are located at the end of the document.

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10 SPC Mission Statement

The mission of St. Petersburg College is to provide accessible,

learner-centered education for students pursuing selected baccalaureate degrees,

associate degrees, technical certificates, applied technology diplomas and

continuing education within our service area and globally, while retaining

leadership as a comprehensive, sustainable, multi-campus postsecondary

institution and as a creative partner with students, communities, and

other educational institutions to deliver rich learning experiences and to

promote economic and workforce development.

Introduction

In a holistic approach, the effectiveness of any educational institution is

the aggregate value of the education it provides to the community it

serves. For over seventy-five years, St. Petersburg College (SPC) has

provided a wide range of educational opportunities and services to a

demographically diverse student body producing tens of thousands of

alumni who have been on the forefront of building this county, state, and

beyond. This is due, in large part, to the College’s institutional

effectiveness.

Institutional Effectiveness

Institutional Effectiveness is the integrated, systematic, explicit, and

documented process of measuring performance against the SPC mission for

the purposes of continuous improvement of academic programs,

administrative services, and educational support services offered by the

College.

Operationally, the institutional effectiveness process ensures that the

stated purposes of the College are accomplished. In other words did the

institution successfully execute its mission, goals, and objectives? At SPC,

the Offices of Planning, Budgeting, and Research work with all

departments and units to establish measurable statements of intent that

are used to analyze effectiveness and to guide continuous quality

improvement efforts. Each of St. Petersburg College's units is required to

participate in the institutional effectiveness process.

The bottom-line from SPC’s institutional effectiveness process is

improvement. Once SPC has identified what it is going to do then it acts

through the process of teaching, researching, and managing to accomplish

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its desired outcomes. The level of success of SPC’s actions is then

evaluated. A straightforward assessment process requires a realistic

consideration of the intended outcomes that the institution has set and a

frank evaluation of the evidence that the institution is achieving that

intent.

There is no single right or best way to measure success, improvement, or

quality. Nevertheless, objectives must be established, data related to

those objectives must be collected and analyzed, and the results of those

findings must be used to improve the institution in the future. The

educational assessment is a critical component of St. Petersburg College’s

institutional effectiveness process.

Educational Assessment

Educational programs use a variety of assessment methods to improve

their effectiveness. Assessment and evaluation measures are used at

various levels throughout the institution to provide provosts, deans,

program managers, and faculty vital information on how successful our

efforts have been.

While the focus of a particular educational assessment area may change,

the assessment strategies remain consistent and integrated to the fullest

extent possible. The focus for Associate in Arts degrees is targeted for

students continuing on to four-year degree programs as opposed to the

Associate in Applied Science, Associate in Science, and Baccalaureate

programs which are targeted towards students seeking employable skills.

The General Education based assessments focus on the general learning

outcomes from all degree programs, while Program Review looks at the

viability of the specific programs.

The individual reports unique by their individual nature are nevertheless

written to address how the assessments and their associated action plans

have improved learning in their program. The College has developed an

Educational Assessment Website (

https://it.spcollege.edu/edoutcomes/)

to serve as repository for all SPC’s educational outcomes reports and to

systematically manage our assessment efforts.

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12 Program Review Process

The program review process at St. Petersburg College is a collaborative

effort to continuously measure and improve the quality of educational

services provided to the community. The procedures described below go

far beyond the “periodic review of existing programs” required by the

State Board of Community Colleges; and exceeds the necessary guidelines

within the Southern Association of Community Colleges and Schools (SACS)

review procedures.

State guidelines require institutions to conduct program reviews every

seven years as mandated in chapter 1001.03(13) of the Florida Statutes,

the State Board of Education (formerly the Florida Board of Education)

must provide for the review of all academic programs.

(13) …CYCLIC REVIEW OF POSTSECONDARY ACADEMIC

PROGRAMS.--The State Board of Education shall provide

for the cyclic review of all academic programs in

community colleges and state universities at least every 7

years. Program reviews shall document how individual

academic programs are achieving stated student learning

and program objectives within the context of the

institution's mission. The results of the program reviews

shall inform strategic planning, program development, and

budgeting decisions at the institutional level.

In addition, Rule 6A-14.060 (5) states that each community college shall:

(5) …Develop a comprehensive, long-range program plan,

including program and service priorities. Statements of

expected outcomes shall be published, and facilities shall

be used efficiently to achieve such outcomes. Periodic

evaluations of programs and services shall use placement

and follow-up data, shall determine whether expected

outcomes are achieved, and shall be the basis for

necessary improvements.

In 2007, SPC reduced the recommended program review timeline to three

years to coincide with the long-standing three-year academic program

assessment cycle, producing a more coherent and integrated review

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process.

Figure 1 represents the relationship between program

assessment and program reviewing during the three-year assessment

cycle.

Figure 1: Three-Year Academic Program Assessment Cycle

Program Description

Graduate technicians assist veterinarians by using their scientific

knowledge and skills for the benefit of society through the protection of

animal health, the relief of animal suffering, the conservation of livestock

resources, the promotion of public health, and the advancement of

medical knowledge.

Degrees Offered

An Associate in Science Degree in Veterinary Technology and a Certificate

in Veterinary Management are offered at SPC.

For a complete listing of all courses within the Veterinary Technology

program, please see Appendix A. The A.S. program currently has 21

articulations with high schools and colleges. For a complete list, see

Appendix B.

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14 Accreditation

The Veterinary Technology Program is accredited by the American

Veterinary Medical Association (AVMA). The program was last reaffirmed in

2010, and the next accreditation is scheduled for 2011.

Major Learning Outcomes

1. The student will recognize the principles of pharmacology, classes

of drugs, and be familiar with the pharmacology of commonly used

medications.

2. The student will understand sterile technique, surgical assisting,

and be familiar with the characteristics of common surgical

instruments.

3. The student will know the procedures for and be able to perform

common clinical laboratory tests such as blood counts, serum

chemistry, and urinalysis.

4. The student will understand nursing practices and be able to use

intravenous catheters, urinary catheters, and bandaging materials

properly.

5. The student will understand and practice radiation safety while

taking radiographs, and will be able to recognize and correct errors

in technique to produce diagnostic radiographs.

6. The student will understand anesthetic agents and their admission,

the monitoring of anesthetized patients, and safe recovery.

7. The student will understand office systems for patient records,

inventory, health certificates, invoicing, patient reminders and

tracking of controlled substances.

8. The student will recognize the principles of dentistry and become

familiar with the procedures associated with dentistry in veterinary

medicine.

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Program Performance

Actual Course Enrollment

Actual Course Enrollment is calculated using the sum of actual student

enrollment for the courses within the program (Academic Organization

Code). This number is a duplicated headcount of students enrolled in the

program's core courses, and does not reflect the actual number of

students enrolled in the A.S. program or its associated certificates (if

applicable). Actual Course Enrollment increased during the Fall (1368) and

Spring (1257) terms in 2009-10, from the previous two years. Summer has

had the lowest actual enrollment over the last three years, as shown in

Figure 2.

Figure 2: Actual Course Enrollment

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16 Unduplicated Headcount

Unduplicated Headcount is the total number of unduplicated students with

a program plan within the area of study (e.g., A.S. or certificate) that are

currently enrolled in a course under that Academic Org. during the term

of interest. This excludes 1) students in a different program plan or 2)

students in the right program plan who are not taking courses within that

Academic Org. for the term of interest. Unduplicated Headcount increased

during Fall (302) and Spring (271) terms in 2009-10, from the previous

year. Summer has had the lowest unduplicated headcount over the last

three years, as shown in Figure 3.

Figure 3: Unduplicated Headcount Source: PeopleSoft Student Administration System

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Productivity

Student Semester Hour (SSH) Productivity is calculated by dividing actual

SSH by the budgeted SSH. SSH productivity increased during Spring (0.87)

and Summer (0.60) terms in 2009-10, from the previous year. Fall 2009-10

productivity remained the same (0.79), as shown in Figure 4.

Figure 4: SSH Productivity

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18 Program Graduates

The number of AS degree graduates in the Veterinary Technology program

decreased in 2009-10 (61) from the previous year, while the number of

Certificate completers increased (5), as shown in Figure 5.

Figure 5: Program Graduates Source: 2010-11 SPC Factbook, Table 31

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Grade Distributions

To provide a reference for program performance at the classroom level,

grade distributions are provided. Table 1 includes the percentage of

students receiving an A, B, C, D, or F in the program core courses. The

information was compiled from the college wide grade distribution report

generated at the end of the session. Some course data, such as dual credit

courses generally do not end at the same time as the regular campus

courses and may be omitted. In addition, the number of enrollments is a

duplicated headcount where students are counted for each class

registered, however, only A, B, C, D, and F grades are included in the

calculations.

Table 1

Program Core Course Grade Distributions

Semester Grade Distributions

A B C D F Spring 2009 63.5% 25.1% 7.8% 0.7% 2.9% Spring 2010 58.4% 26.7% 8.0% 2.5% 4.4% Spring 2011 58.4% 28.3% 7.9% 1.9% 3.6% Fall 2009 56.5% 26.0% 8.9% 4.8% 3.9% Fall 2010 55.4% 27.9% 10.3% 3.3% 3.2%

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Figure 6 provides a visual representation of the grade distributions for those students receiving a grade of A, B, or C.

ABC Grade Distributions

63.5% 58.4% 58.4% 56.5% 55.4% 27.9% 26.0% 28.3% 25.1% _26.7% 10.3% 8.9% 7.9% 7.8% 8.0% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 2009 2010 2011 2009 2010 Spring Fall P e rc e n t o f S tude nt s ( inc lu . A B C D F ) A B C

Figure 6: ABC Grade Distributions

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A classroom success rate was also calculated for the program. Classroom

success is defined as the percent of students successfully completing the

course with a grade of A, B, or C, divided by the total number of students

in the course. The vast majority of students in the program continue to

succeed in the courses, as shown in Figure 7. In Spring 2010, 93.1% of the

students were successful as compared to 94.6% in Spring 2011. In Fall

2009, 91.3% of the students succeeded as compared to 93.6% in Fall 2010.

Figure 7: Classroom Success

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22 Fulltime/Adjunct Faculty Ratio

Table 2 displays the number and percentage of Veterinary Technology

program equated credit hours (ECHs) taught by the individual faculty

classifications. As shown, Fulltime Faculty taught 60.1% of the ECHs in

2009-10 as compared to 67.5% in 2008-09. Adjunct Faculty taught 23.1% of

the ECHs in 2009-10 as compared to 15.9% in 2008-09.

Table 2

Equated Credit Hours by Faculty Classification Fulltime

Faculty Percent of Load Faculty Adjunct Faculty Number

of ECHs

% of Classes

Taught Number _{of ECHs} Classes % of Taught Number of ECHs % of Classes Taught Fall 2007-2008 140.6 68.2% 39.2 19.0% 26.5 12.8% Spring 2007-2008 136.4 66.1% 33.3 16.1% 36.5 17.7% Summer 2007-2008 56.3 63.8% 19.5 22.1% 12.5 14.2% 2007-2008 Total 333.3 66.6% 92.0 18.4% 75.5 15.1% Fall 2008-2009 143.9 70.7% 30.3 14.9% 29.4 14.4% Spring 2008-2009 119.4 63.4% 31.3 16.6% 37.6 20.0% Summer 2008-2009 58.0 69.2% 17.4 20.8% 8.4 10.0% 2008-2009 Total 321.3 67.5% 79.0 16.6% 75.4 15.9% Fall 2009-2010 142.4 62.0% 36.8 16.0% 50.4 22.0% Spring 2009-2010 125.8 57.9% 34.6 15.9% 56.8 26.2% Summer 2009-2010 45.8 60.3% 16.8 22.1% 13.4 17.6% 2009-2010 Total 314.0 60.1% 88.2 16.9% 120.6 23.1%

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The Fulltime/Adjunct Faculty Ratio is calculated by dividing a program’s

adjunct’s ECHs by the sum of the Adjunct’s, Percent of Load’s, and

Fulltime Faculty’s ECHs. Figure 8 displays the Fulltime/Adjunct Faculty

Ratio information for the last three academic years. The highest semester

for Adjunct ECHs was Spring 2009-10 in which adjunct faculty taught 26.2%

of the program’s course load as shown in Table 2. The three-semester

average for adjuncts (23.1%) in 2009-10 is consistent with the College’s

general 65/35 Fulltime/Adjunct Faculty Ratio guideline.

Figure 8: Full-time/Adjunct Faculty Ratio

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24 Program Profitability

Relative Profitability Index (RPI-T)

Relative Profitability Index (RPI-T) is a measure of program profitability. It

is calculated by dividing a program’s income by the sum of its personnel

expenses and current expenses. Only Fund 10 financials are used in the

calculation of RPI-T; specifically, program revenues (GL 400000),

personnel expenses (GL 500000), and current expenses (GL 600000).

Program revenues (GL 400000) can include (1) student application fees

and tuition, (2) out of state fees, and (3) gifts from alumni and charitable

organizations.

Personnel expenses (GL 500000) can include (1) personnel salary expenses

for program management, and instructional staff, (2) personnel salary

expenses for OPS and student assistants, and (3) personnel benefits.

Personnel assigned to multiple programs may have partial personnel

expenses assigned to an individual program.

Current expenses (GL 600000) can include operating expenses for (1)

travel, (2) goods and services, and (3) materials and supplies. Current

expenses can also include scholarship and fee waivers.

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The RPI-T for the Veterinary Technology program increased (0.45) in

2009-10, from the previous two years, as shown in Figure 9.

To provide a comparison of the program’s RPI-T to other similar programs,

three other comparative measures were calculated. The 2009-10 mean

RPI-T for SPC was 0.81; the 2009-10 mean RPI-T for the Health Center was

0.50; and the 2009-10 mean RPI-T for programs which offered between

50% and 75% of their courses online was 0.75.

Figure 9: Fiscal Summary

Source: PeopleSoft Financial Production System: Summary of Monthly Organization Budget & Actuals Status Report (ORGBUDA1) from End of Fiscal Year

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26 Program Improvements

Capital Expenditures

Capital Expenditures (Fund 10 and 16) for the Veterinary Technology

program (Org: 11230111 and 11230112) during the past three years totaled

$74,670 as shown in Table 3. Program improvements made as a result of

the capital expenditures included a digital radiograph machine, cat

condos, computer equipment, teaching microscopes, and office supplies.

Table 3

Veterinary Technology Program Capital Expenditures Capital Expenditures

Year Capital _Outlay Account Purchase Description

2007-08 73,894 700000

Digital radiograph machine, cat condos, computer equipment, and teaching microscopes were purchased. 2008-09 776 700000 Office supplies

2009-10 0 700000 --

Total $74,670

Source: PeopleSoft Financial Production System: Summary of Monthly Organization Budget & Actuals Status Report (ORGBUDA1) from End of Fiscal Year

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Academic Outcomes

As part of SPC quality improvement efforts, academic assessments are

conducted on each AAS/AS program every three years to evaluate the

quality of the program’s educational outcomes. The Veterinary

Technology program was evaluated through an Academic Program

Assessment Report (APAR) in 2007-08.

Each of the program’s eight Major Learning Outcomes (MLOs) was

evaluated during the 2007-08 assessment. Each of the eight MLOs is listed

below:

1. The student will recognize the principles of pharmacology, classes

of drugs, and be familiar with the pharmacology of commonly used

medications.

2. The student will understand sterile technique, surgical assisting,

and be familiar with the characteristics of common surgical

instruments.

3. The student will know the procedures for and be able to perform

common clinical laboratory tests such as blood counts, serum

chemistry, and urinalysis.

4. The student will understand nursing practices and be able to use

intravenous catheters, urinary catheters, and bandaging materials

properly.

5. The student will understand and practice radiation safety while

taking radiographs, and will be able to recognize and correct errors

in technique to produce diagnostic radiographs.

6. The student will understand anesthetic agents and their admission,

the monitoring of anesthetized patients, and safe recovery.

7. The student will understand office systems for patient records,

inventory, health certificates, invoicing, patient reminders and

tracking of controlled substances.

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8. The student will recognize the principles of dentistry and become

familiar with the procedures associated with dentistry in veterinary

medicine.

Means of Assessment

The purpose of the End of the Program assessment is to make summative

interpretations for program improvement.

The Veterinary Technology program used the results of the Professional

Exam service’s National Exam to evaluate the students. This exam is part

of the licensing, registration or certification requirements for a veterinary

technician in the majority of states.

The criteria for success stated that the SPC average should be above the

mean score of all candidates (nationally) taking the exam for the first

time.

Data were collected during June 2007 and January 2008. The data findings

for each semester in 2007-08, for each of the eight MLOs are displayed in

Table 4 and Table 5. In June 2007, four of the eight MLOs showed mean

scores that were above the criteria for success. In January 2008, the

resulting mean scores for all of the MLOs were above the criteria for

success in every category, with the exception of MLO 7 which was not

evaluated.

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Table 4

Veterinary Technology June 2007 Assessment Results

Major Learning Objectives

Summary of Assessment Findings

SPC Average National Average Percent Difference

MLO 1 466 460 +1.3 MLO 2 481 504 -4.6 MLO 3 569 516 +9.7 MLO 4 504 501 +0.6 MLO 5 398 408 -2.5 MLO 6 402 411 -2.1

MLO 7 No scores were reported for this MLO because it was replaced _{by a section on dentistry beginning with the June 2007 exam.}

MLO 8 498 453 +9.9

Source: Academic Outcomes from 2007-08 Academic Program Assessment Report (APAR) Table 5

Veterinary Technology January 2008 Assessment Results

Major Learning Objectives

Summary of Assessment Findings

SPC Average National Average Percent Difference

MLO 1 528 498 +6.0 MLO 2 522 509 +2.6 MLO 3 533 415 +28.4 MLO 4 503 453 +10.1 MLO 5 395 357 +11.5 MLO 6 580 521 +11.3

MLO 7 No scores were reported for this MLO because it was replaced _{by a section on dentistry beginning with the June 2007 exam.}

MLO 8 516 487 +6.0

(30)

30 The 2007-08 follow-up report was completed in August 2008. All three

action items were successfully completed and the results published in the

2007-08 follow-up report. The next assessment report is scheduled to be

completed during the 2010-11 academic year.

(31)

Stakeholder Perceptions

Student Survey of Instruction (SSI)

Each semester, St. Petersburg College (SPC) administers the Student

Survey of Instruction. Students are asked to provide feedback on the

quality of their instruction using a 7-point scale where 7 indicates the

highest rating and 1 indicates the lowest rating.

The purpose of the SSI survey is to acquire information on student

perception of the quality of courses, faculty, and instruction, and to

provide feedback information for improvement.

Beginning in Fall 2008, all SSI forms (except Clinical B) have been

administered electronically using an online format.

During 2009-10, the

SSI items were reviewed and revised by a committee composed of faculty

and administrators. As a result of the revision process, the lecture,

non-lecture, and eCampus forms were consolidated into one form,

independent of modality, which has been administered online since Spring

2010.

As part of the instrument validation process, the results from the SSI over

the last few years were assessed for reliability and validity. The results of

this assessment suggested three underlying factors.

The three factors are faculty engagement, preparation and organization,

and course instruction. The survey questions are grouped into these

categories as defined below:



Faculty Engagement – focuses on how successful the instructor was in

encouraging student performance, the instructor’s level of enthusiasm

for the subject and respect for students, how well the instructor

applied the stated grading policies including providing students

appropriate information to determine their grades, and the

instructor’s responsiveness to student questions outside of the

classroom.



Preparation and Organization - focuses on the instructor’s overall

preparation for the course, the instructor’s ability to start and end

class on time, the amount of time spent on course-related activities by

(32)

32 the instructor, and the even assignment and appropriateness of course

material throughout the term.



Course Instruction – focuses on the instructor’s clarity of instruction,

how well the course objectives were defined by the instructor, and

how well the instructor met student expectations.

SSI Results

The SSI survey is electronically distributed to all students enrolled in

traditional classroom sections, lab courses and self-paced or directed

individual study, and online courses at the College. The average scores are

all well above the traditional threshold (an average of 5.0) used by the

College for evaluating seven-point satisfaction scales during all three

semesters. The average survey results by semester and content area are

shown in Figure 10.

SSI: Results 6.57 6.35 6.40 6.45 6.41 6.62 6.60 6.66 6.64 6.46 6.50 6.62 5.00 5.20 5.40 5.60 5.80 6.00 6.20 6.40 6.60 6.80 7.00 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Faculty Engagement Preparation & Organization Course Instruction

Content Area S S I S a ti sf a c ti o n L evel ( S cal e 1-7)

Figure 10: SSI Results

(33)

Summary

All the individual average content area scores were above the traditional

threshold (an average of 5.0) used by the College for evaluating

seven-point satisfaction scales. These results suggest general overall satisfaction

with the courses within the Veterinary Technology program; specifically,

as they relate to faculty engagement, preparation and organization, and

course instruction.

(34)

34 Advisory Committee

Community input and participation is an important component of the

educational process at the College. The advisory committees are an

example of community input. Advisory committees meet a minimum of

twice annually with additional meetings as needed for good program

coordination.

Advisory committee members are appointed by the College President to

serve a one-year term of office and must have a demonstrated

competency in the program specialty area or an understanding of the

program and of the community at large. An exception to the above may be

a lay person directly involved in a related program field such as

counseling, public relations, or administration of a business or industry.

Specific Functions of Advisory Committees are:

1. Assessing how the program meets the current occupational needs of

employers.

2. Reviewing and making recommendations on the program

curriculum.

3. Providing input to help prepare students for work in their chosen

field.

4. Assisting in recruiting, providing internships, and in placing

qualified graduates in appropriate jobs.

5. Expanding and enhancing St. Petersburg College’s reputation in the

community by fostering positive community relationships.

(35)

Recent Meeting Summary

A Veterinary Technology advisory committee meeting was held on October

27, 2010. The meeting consisted of various reports including enrollment,

program changes, graduation, Veterinary Technology National Exam

(VTNE) results, a new building, new programs, equipment purchases, labor

market data, and discussions about graduate placement, graduate and

employer surveys, and updates on various topics.

Enrollment

Enrollment for both the AS and BAS programs were discussed. It was

determined that interest in both programs continues to be very high.

The last count indicated that there are 285 students enrolled in the AS

degree program, and 119 in the BAS program.

Program Changes

The program is in the process of reviewing its courses to ensure that

“active learning” is being used, and that the assessments being utilized

are reliable, appropriate, and actually determine whether the students

are meeting the learning objectives for their courses.

Graduation

The committee discussed the total number of graduates during the May

2010, and July 2010 commencements.

VTNE Results

The results from this exam indicate that SPC’s pass rate continues to

surpass the national average. However, there is still a need to evaluate

course content, teaching effectiveness, and test performance. The test

is now being administered online.

New Building

Construction of the new building is underway and its completion is

expected in June 2011. Classes for August are expected to be moved

into the new building in July.

New VT programs

New veterinary technology programs are being developed at Edison

State College and Pensacola State College.

(36)

36 Equipment Purchases

With the assistance of Amy Brush, the use of Perkins Grant money

allowed for the purchase of important equipment. However, there is

still a need of an electrocautery unit.

Labor Market Data

There is a projected 55% increase in the number of veterinary

technicians needed within the state of Florida between the years

2006-2016.

Graduate Placement

Placement continues to exceed 97%.

Graduate and Employer Surveys

As indicated by the results of these surveys, both graduates and

employers are very satisfied with the programs.

Student Internships

There have been no internships since April; however, the members are

working on developing more internship opportunities.

BAS Update

Enrollment is very good. The Nutrition and Animal Science courses

were approved and are being recommended by UF to meet their

veterinary school admission requirement.

Next Meeting

The next meeting was scheduled for April 15, 2011.

The complete committee minutes along with the minutes from previous

meetings are located in Appendices C, D, and E.

(37)

Recent Alumni Survey Information

One hundred and one Alumni Surveys were provided to the 2008-09

graduates of the Veterinary Technology program. Responses were

received from thirty-eight A.S. graduates and three Certificate

completers.

Forty percent of the graduates contacted responded to the survey (41 of

101). Not all respondents answer every survey question; therefore, the

percentages listed below represent the responses to each survey question

in relation to the total number of responses received for each question.

Notable results include:



92.1% of recent graduate survey respondents, who were employed,

were employed full-time.



94.3% of recent graduate survey respondents had a current position

related to their studies.



28.9% of recent graduate survey respondents indicated their main

goal in completing a degree or certificate at SPC was to “Meet

certification-training needs,” 26.3% “Continue my education,”

18.4% “Earn more money,” 7.9% “Change career fields,” 7.9%

“Obtain employment,” 7.9% “Get a promotion,” while the

remaining 2.6% stated “Other.”



61.5% of recent graduate survey respondents indicated that their

SPC degree allowed them to “Meet certification-training needs,”

53.8% “Earn more money,” 33.3% “Continue my education,” 33.3%

“Get a promotion,” 23.1% “Obtain employment,”; 7.7% “Change

career fields,” and 10.2% “Other.” [Note: The total may exceed

100% as this question allows multiple responses.]



51.2% of recent graduate survey respondents indicated that SPC did

“Exceptionally well” in helping meet their goal; 39.0% “Very well,”

while 7.3% thought that SPC did “Adequately.”



51.4% of recent graduate survey respondents indicated that they

earned between $10.00 and $14.99 per hour ($21,000 - $30,999

annually). 45.9% earned between $15.00 and $19.99 per hour

($31,000 - $41,999), while the remaining 2.7% earned $20.00 and

$24.99 per hour ($42,000 - $51,999 annually).



28.2% of recent graduate survey respondents indicated they are

continuing their education.

(38)

38 

100.0% of recent graduate survey respondents would recommend

SPC’s Veterinary Technology program to another.



An evaluation of Veterinary Technology graduates’ general

education outcomes is displayed in Table 6. Graduates indicated

high levels of satisfaction with their college preparation in the area

of general education outcomes. Twenty outcomes received mean

scores 4.0 or higher, while the remaining five outcomes received

mean scores between 3.5 and 3.9.

(39)

Table 6

College Preparation Ratings for Recent Veterinary Technology Program Graduates

General Education Outcomes

(Five point rating scale with five being the highest) Item Ratings

N MEAN SD

Communicating clearly and effectively with others

through: Speaking 41 4.1 0.85 Listening 41 4.1 0.73 Reading 41 4.1 0.86 Writing 41 4.0 0.72

Your use of mathematical and computational skills:

Comfortable with mathematical calculations 41 3.7 0.96

Using computational skills appropriately 41 3.9 0.79

Accurately interpreting mathematical data 41 3.7 0.92

Using the following forms of technology:

Email 41 4.4 0.77 Word Processing 41 4.3 0.81 Spreadsheets 41 3.7 0.94 Databases 41 3.5 0.90 Internet Research 41 4.2 0.76

Thinking logically and critically to solve problems:

Gathering and assessing relevant information 41 4.2 0.59

Inquiring about and interpreting information 41 4.1 0.57

Organizing and evaluating information 41 4.3 0.61

Analyzing and explaining information to others 41 4.0 0.67

(40)

40

Table 6, continued

College Preparation Ratings for Recent Veterinary Technology Program Graduates

General Education Outcomes

(Five point rating scale with five being the highest) Item Ratings

N MEAN SD

Working effectively with others in a variety of

settings:

Participating as a team player (e.g., group projects) 41 4.5 0.67 Working well with individuals from diverse

backgrounds 41 4.4 0.67

Using ethical courses of action 41 4.4 0.55

Demonstrating leadership skills 41 4.0 0.82

Appreciating the importance of lifelong learning:

Showing an interest in career development 41 4.5 0.55

Being open to new ideas and challenges 41 4.4 0.54

Willingness to take on new responsibilities 41 4.4 0.59

Pursuing additional educational opportunities 41 4.4 0.70

Employer Survey Information

Seventeen employer surveys were sent out to employers based on the

permissions provided by recent graduates in the 2008-09 recent alumni

survey. Fifty-two percent of employers surveyed responded to the survey.

Notable results include:



100.0% of employers responding to the survey indicated they would

hire another graduate from SPC.



44.4% of employers responding to the survey had graduate

employees who earned between $15.00 and $19.99 per hour

($31,000 - $41,999 annually). 44.4% indicated earnings between

$10.00 and $14.99 per hour ($21,000 - $30,999 annually), while the

remaining 11.1% earned between $20.00 and $24.99 per hour

($42,000 - $51,999 annually).



An employer evaluation of Veterinary Technology graduates’

general education outcomes is displayed in Table 7. Employers

indicated high levels of satisfaction with graduates’ general

(41)

education outcomes. Five outcomes received a mean score of 5.0,

while twenty outcomes received mean scores between 4.2 and 4.

Table 7

Employer Competency Ratings for Recent Veterinary Technology Program Graduates

General Education Outcomes Item Ratings

(Five point rating scale with five being the highest)

N Mean SD N/A*

Communicate clearly and effectively with others

through:

Speaking 9 5.0 ---

Listening 9 4.9 0.33

Reading 8 5.0 --- 1

Writing 8 5.0 --- 1

Use mathematical and computational skills:

Comfortable with mathematical calculations 9 4.3 0.87

Uses computational skills appropriately 8 4.6 0.74 1

Accurately interprets mathematical data 8 4.6 0.74 1

Use the following forms of technology:

E-mail 7 5.0 --- 2

Word Processing 6 4.5 0.55 3

Spreadsheets 4 4.8 0.50 5

Databases 3 4.7 0.58 6

Internet Research 7 4.9 0.38 2

Think logically and critically to solve problems

Gathers and assesses relevant information 9 4.7 0.50

Inquires and interprets information 9 4.8 0.44

Organizes and evaluates information 9 4.7 0.50

Analyzes and explains information to others 9 4.7 0.50

Uses information to solve problems 9 4.4 0.88

Work effectively with others in a variety of

settings:

(42)

42

Table 7, continued

Employer Competency Ratings for Recent Veterinary Technology Program Graduates

General Education Outcomes Item Ratings

(Five point rating scale with five being the

highest)

N Mean SD N/A*

Works well with individuals from diverse

backgrounds 9 4.9 0.33

Uses ethical courses of action 9 5.0 ---

Demonstrates leadership skills 9 4.2 0.97

Appreciate the importance of lifelong learning:

Shows interest in career development 9 4.6 0.73

Open to new ideas and challenges 9 4.7 0.71

Willing to take on new responsibilities 9 4.7 0.71

Pursues additional educational opportunities 9 4.4 0.88

*The survey allowed employers to select N/A if a competency was not applicable for an employee.

(43)

Occupation Profile

One occupation description was located in the Bureau of Labor Statistics

for the Veterinary Technology program. The occupation description title

was Veterinary Technologists and Technicians.

Occupation Description

The occupation description for Veterinary Technologists and Technicians

used by the Bureau of Labor Statistics is shown below:

Perform medical tests in a laboratory environment for use in the

treatment and diagnosis of diseases in animals. Prepare vaccines and

serums for prevention of diseases. Prepare tissue samples, take blood

samples, and execute laboratory tests, such as urinalysis and blood

counts. Clean and sterilize instruments and materials and maintain

equipment and machines.

US, State, and Area Wage Information

The distribution of 2009 wage information for Veterinary Technologists

and Technicians is located in Table 8. The median yearly income

for

veterinary technologists and technicians was $29,300 in the United States

and $27,200 in Florida. The wage information is divided by percentiles for

hourly and yearly wages. This information is also separated by location.

Table 8

Wage Information for Veterinary Technology

Location _PeriodPay 2009

10% 25% Median 75% 90%

United States Hourly $9.70 $11.54 $14.08 $17.25 $20.71

Yearly $20,200 $24,000 $29,300 $35,900 $43,100

Florida Hourly $9.21 $10.81 $13.09 $15.70 $18.95

Yearly $19,200 $22,500 $27,200 $32,700 $39,400

Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Florida Agency for Workforce Innovation

(44)

44 National, State, and County Trends

Employment trend information for veterinary technologists and

technicians is included in Table 9 and divided by country and state. A

significant average annual increase (24% - 36%) in employment for the

profession over the next 7 years for the country and state is shown.

Table 9

State and National Trends

United States Employment Percent _{Change Job Openings}1

2008 2018

Veterinary technologists and

technicians 79,600 108,100 +36% 4,850

Florida Employment Percent _Change Job Openings 1

2008 2018

Veterinary technologists and

technicians 6,560 8,160 +24% 330

1_{Job Openings refers to the average annual job openings due to growth and net replacement.}

Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections; Florida Employment Projections

Major Employers

Graduates of SPC’s Veterinary Technology program are employed in

various areas related to their field. The primary local employers of these

graduates are Bay Moorings Animal Hospital, Bay Road Animal Hospital,

Berera Animal Hospital, Dogs and Cats Veterinary Referral, Florida

Veterinary Specialist, Gulf Winds Animal Hospital, Happy Tails Veterinary

Emergency Clinic, Heron Creek Animal Hospital, Hillside Animal Hospital,

Janesville Veterinary Clinic, Lake City Animal Hospital, Martin Downs

Animal Hospital, Metropolitan Veterinary Associates, Shamrock Veterinary

Clinic, Tampa Bay Veterinary Surgery, University of Tennessee Veterinary

Teaching Hospital, and Veterinary Emergency Clinic, as depicted in Table

10.

(45)

Table 10

Major Employers

Employers of Veterinary Technology Graduates

Bay Moorings Animal Hospital

Bay Road Animal Hospital

Berera Animal Hospital

Dogs and Cats Veterinary Referral

Florida Veterinary Specialist

Gulf Winds Animal Hospital

Happy Tails Veterinary Emergency Clinic

Heron Creek Animal Hospital

Hillside Animal Hospital

Janesville Veterinary Clinic

Lake City Animal Hospital

Martin Downs Animal Hospital

Metropolitan Veterinary Associates

Shamrock Veterinary Clinic

Tampa Bay Veterinary Surgery

University of Tennessee Veterinary Teaching Hospital

Veterinary Emergency Clinic

(46)

46 Total Placement

Total Placement is the percentage of students who have an acceptable

placement after graduation. Acceptable placement includes students who

are enlisted in the military, continuing their education, and/or employed

in their field within the first year of graduation. Only students with A.S.

and A.A.S degrees are used in the calculation. The Total Placement in the

Veterinary Technology program from 2005-06 through 2007-08 has

remained consistent ranging from 97% to 100%, as shown in Figure 11.

Figure 11: Total Placement Source: 2010-11 SPC Factbook, Table 38

(47)

State Graduates Outcomes

To provide reference information for the employment trend data, program

graduate state outcome data are provided for all academic programs

included within Veterinary Technology. Veterinary Technology program

graduate state outcome data are provided in Table 11.

One hundred and eight students completed a state Veterinary Technology

program in 2008-09, of those seventy-five had some matching state data

and were employed. Eighty-five percent (85%) of those state graduates

were employed at least a full quarter. SPC’s graduates exceeded this rate,

with 88% of the graduates employed at least a full quarter, as depicted in

Table 11.

Table 11

Veterinary Technology Program Graduates 2008-09 Outcomes by Florida Community College Florida Community College Total Completers # Found Employed # Employed for a Full Qtr % Employed For a Full Qtr FETPIP Pool # Training Related (Employed, Education, or Military) Placement Rate Brevard 9 7 5 71% 6 6 100% Miami Dade College 10 10 8 80% 8 5 63% St. Petersburg College 88 57 50 88% 61 56 92% Hillsborough Community College 1 1 1 100% 1 1 100% Total 108 75 64 85% 76 68 89%

Source: Florida Education and Training Placement Information Program (FETPIP), Community College Vocational Reports (http://www.fldoe.org/fetpip/pdf/0809pdf/fcs0809asc.pdf)

Veterinary Technology

Associate in Science Degree:

Veterinary Technology

Certificate:

Veterinary Management

Veterinary Technology

Comprehensive Academic Program Review

2010-11

ii

Comprehensive Academic Program Review Produced by

Veterinary Technology Program

Richard Flora, Ph.D.

Dean, School of Veterinary Technology

Department of Academic Effectiveness and Assessment

James Coraggio, Ph.D.

Director of Academic Effectiveness and Assessment

Magaly Tymms, B.S.

Assessment Coordinator for Academic Programs

Amy Eggers, M.A.

Research Analyst

Amy Brush, M.S.

Outreach Coordinator

With contributions from:

Shirley Bell

Leigh Hopf

Table of Contents

iv

Executive Summary

6

8

10

SPC Mission Statement

The mission of St. Petersburg College is to provide accessible,

learner-centered education for students pursuing selected baccalaureate degrees,

associate degrees, technical certificates, applied technology diplomas and

continuing education within our service area and globally, while retaining

leadership as a comprehensive, sustainable, multi-campus postsecondary

institution and as a creative partner with students, communities, and

other educational institutions to deliver rich learning experiences and to

promote economic and workforce development.

Introduction

In a holistic approach, the effectiveness of any educational institution is

the aggregate value of the education it provides to the community it

serves. For over seventy-five years, St. Petersburg College (SPC) has

provided a wide range of educational opportunities and services to a

demographically diverse student body producing tens of thousands of

alumni who have been on the forefront of building this county, state, and

beyond. This is due, in large part, to the College’s institutional

effectiveness.

Institutional Effectiveness

Institutional Effectiveness is the integrated, systematic, explicit, and

documented process of measuring performance against the SPC mission for

the purposes of continuous improvement of academic programs,

administrative services, and educational support services offered by the

College.

Operationally, the institutional effectiveness process ensures that the

stated purposes of the College are accomplished. In other words did the

institution successfully execute its mission, goals, and objectives? At SPC,

the Offices of Planning, Budgeting, and Research work with all

departments and units to establish measurable statements of intent that

are used to analyze effectiveness and to guide continuous quality

improvement efforts. Each of St. Petersburg College's units is required to

participate in the institutional effectiveness process.

The bottom-line from SPC’s institutional effectiveness process is

improvement. Once SPC has identified what it is going to do then it acts

through the process of teaching, researching, and managing to accomplish

its desired outcomes. The level of success of SPC’s actions is then

evaluated. A straightforward assessment process requires a realistic

consideration of the intended outcomes that the institution has set and a

frank evaluation of the evidence that the institution is achieving that

intent.

There is no single right or best way to measure success, improvement, or

quality. Nevertheless, objectives must be established, data related to

those objectives must be collected and analyzed, and the results of those

findings must be used to improve the institution in the future. The

educational assessment is a critical component of St. Petersburg College’s

institutional effectiveness process.

Educational Assessment

Educational programs use a variety of assessment methods to improve

their effectiveness. Assessment and evaluation measures are used at