Veterinary Technology

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Associate in Science Degree:

Veterinary Technology - AS

Enhanced Comprehensive Academic Program

Review 2014-15

Academic Effectiveness and Assessment

St. Petersburg College

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Veterinary Technology - AS

2014-15 Enhanced Comprehensive Academic Program Review Institutional Research and Effectiveness

ii

Enhanced Comprehensive Academic Program Review Produced

by

Veterinary Technology Program

Richard Flora, DVM MSBA

Dean, School of Veterinary Technology

Department of Academic Effectiveness and Assessment

Amy Eggers, M.A.

Research Analyst, Academic Effectiveness and Assessment

Ashley Caron, M.A.

Assessment & Accreditation Coordinator

,

Academic Effectiveness

and Assessment

Magaly Tymms, M.A.

Director, Academic Effectiveness and Assessment

The Board of Trustees of St. Petersburg College affirms its equal opportunity policy in accordance with the provisions of the Florida Educational Equity Act and all other relevant state and federal laws, rules and regulations. The college will not discriminate on the basis of race, color, ethnicity, religion, sex, age, national origin, marital status, sexual orientation, gender identity, genetic information, 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 Executive Director of Institutional Research and Effectiveness at St. Petersburg College.

Department of Institutional Research and Effectiveness St. Petersburg College P.O. Box 13489 St. Petersburg, FL 33733 (727) 712-5237 FAX (727) 712-5411

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Contact Information ...57

Appendix A: Program Outline ...59

Appendix B: Program Assessment Report ...65

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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

SPC’s Veterinary Technology Associate in Science degree gives students a solid foundation for success. Taking classes on campus means learning in SPC’s $11 million dollar Veterinary Technology facility, featuring 32,000 square feet of classrooms, labs, surgery, and x-ray suites. Offered both online and in the classroom, the program trains students in a wide range of skills including radiology, nursing, dentistry, surgical preparation, anesthesia, and clinical laboratory tests, while preparing them for the national certification exam.

Degree Offered

An Associate in Science Degree in Veterinary Technology is offered at SPC. Program Performance

 Actual Course Enrollment increased in 2013 (3,605) from the previous year (3,517).

 Unduplicated Headcount has increased every year since 2010, reaching a four-year high in 2013 (444).

 SSH Enrollment has increased every year since 2010, reaching a four-year high in 2013 (6,317).

 Comparisons between the Fall semesters indicated that the Percent Full Metric increased in Fall 2014 (81.2%) from Fall 2013 (80%).

 The course success rate decreased in 2013 (86%) from the previous year (88%).

 Grade Distribution indicated that the majority of students (86%) received an ‘A’, ‘B’ or ‘C’ during 2013.

 Industry Certification Attainment for the VETTECH –AS program indicated that a majority of students passed the Veterinary Technician National Exam (VTNE) between 2009-10 and 2013-14, with the pass rate reaching a five year high in 2010-11 with 89.1% of students passing the national exam.

 Comparisons between the Fall semesters indicated that the Internship Enrollment increased in Fall 2014 for ATE 1944 (53), ATE 2945 (60), and ATE 2946 (27) from Fall 2013 (37, 45, and 23, respectively), but decreased for ATE 1943 (61) from the previous Fall (75).

 Program Plans Taken by Plan revealed that the majority of students who were enrolled in the program during fall 2012, and had not graduated, remained in the program by fall 2013. This measure does not display the number of students who graduated during any given term.

 The number of program graduates in the Veterinary Technology - AS program decreased in 2013 (81) from the previous year (87).

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x Fulltime Faculty taught 48.9% of the ECHs in 2013-14 as compared to 46.1% in 2012-13. Adjunct Faculty taught 40.7% of the ECHs in 2013-14 as compared to 43.3% in 2012-13.

x The highest semester for Adjunct ECHs was Spring 2012-13 in which adjunct faculty taught 46.4% of the program’s course load. The three-semester average for adjuncts (40.7%) in 2013-14 is consistent with the College’s general 55/45 Faculty/Adjunct Ratio guideline.

Occupation Profile

x One occupation description, Veterinary Technologists and Technicians, was located in the Economic Modeling Specialists International (EMSI) website for the Veterinary Technology – AS program.

x The 2014 median hourly earnings for Veterinary Technologists and Technicians was $14.56 in the United States, $13.37 in Florida, and $13.81 in Pinellas County.

x Employment trend information for Veterinary Technologists and Technicians showed an average annual increase (12.9% - 14.2%) for the period between 2014 and 2018 across the country, state, and county.

x The major employers of the Veterinary Technology – AS graduates are SPOT, Beneva Animal Hospital, Jaffe Animal Clinic, Charles R. Billings, Publix, Gandy Animal Hospital, Affiliated Veterinary Specialists, Whippany Veterinary Hospital, Interlachen Veterinary Clinic/dab Shelton Vet Clinic, Alex Steverson, DVM, Lake City Animal Hospital, and Banfield Pet Hospital.

x Total Placement in the Veterinary Technology – AS program decreased in 2011-12 (93%) from the previous year (98%).

x State Graduates data indicated that ninety students completed one of the four state Veterinary Technology – AS programs in 2011-12, of those 87 had some matching state data and were employed. Eighty percent (80%) of those state graduates were employed at least a full quarter.

Academics

x The 2013-14 Academic Program Assessment Report indicated that the desired results were met for five of the seven Program Learning Outcomes (PLOs) assessed in the Veterinary Technology – AS Program.

x The 2013-14 Academic Program Assessment Follow-Up Report has not yet been published.

Stakeholder Perceptions

x 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 – AS program; specifically, as they relate to faculty engagement, preparation and organization, and course instruction.

x Eighty-four Recent Alumni surveys were provided to the 2012-13 graduates of the Veterinary Technology – AS program. Forty-three percent of the graduates

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responded to the survey (36 of the 84). 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 30.6% of recent graduate survey respondents indicated their main goal in completing a degree or certificate at SPC was to “Meet certification/training needs”; 22.2% “Change career fields”; 22.2% “Continue my education”; 13.9% “Obtain employment”; 8.3% “Earn more money”; and 2.8% “Other”.

o 61.1% of recent graduate survey respondents indicated that SPC did “Exceptionally well” in helping them meet their goal; 30.6% “Very well”; while 8.3% said “Adequately”.

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

x Ten Employer surveys were sent based on permissions provided by recent graduates in the 2012-13 recent alumni survey. Seventy percent of the employers surveyed responded to the survey.

Notable results include:

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

o 57.1% of employers responding to the survey had graduate employees who earned between $10.00 and $14.99 per hour ($21,000 - $30,999 annually); another 28.6% had employees who earned between $15.00 and $19.99 per hour ($31,000 - $41,999 annually); while the remaining 14.3% had employees who earned between $20.00 and $24.99 per hour ($42,000 - $51,999 annually).

x Labor Insight/Jobs reports indicated the majority of workforce openings during the past six months, for Veterinary Technologists and Technicians were in Pinellas County. The top skills listed in the openings were anesthesiology and surgery; and the top industry sector was ‘professional, scientific, and technical services’.

Dean’s Perspective: Issues, Trends, and Recent Successes

SPC’s AS – Veterinary Technology program continues to be considered one to the top veterinary technology programs in veterinary technology. Our success rate on the Veterinary Technician National Exam continues to be above the national average. Enrollment in the program continues to be strong, with capacity enrollment in our campus program and increasing enrollment in our online program. The success rate for our students is high (85%+), while our instructors expect high performance in their courses. We added a summer internship at the Sea Turtle Rehabilitation Center in Costa Rica, and it has resulted in great response and participation from our students. Feedback has indicated that this is a tremendous experience for our students. Total placement for SPC graduates continues to be very strong, with 97% to 98% of our graduates employed in veterinary technology related jobs upon graduation.

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An area of concern is our faculty/adjunct ratio. We are approaching a 50:50 ratio, so it may be necessary to add a full-time faculty member in the near future.

Another area of concern is the return rate for our alumni and employer surveys. By addressing the return rate for our alumni surveys we will be able to increase the number of employer surveys, as we gain the information for additional employers through an increase in the number of alumni surveys received.

Recommendations/Action Plan

x Program Recommendations and action plans are compiled by the Dean and Program Administrators, and are located at the end of the document.

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SPC Mission Statement

The mission of St. Petersburg College is to promote student success and

enrich our communities through education, career development and

self-discovery. St. Petersburg College fulfills its mission led by an outstanding,

diverse faculty and staff and enhanced by advanced technologies, distance

learning, international education opportunities, innovative teaching

techniques, comprehensive library and other information resources,

continuous institutional self-evaluation, a climate for student success, and

an enduring commitment to excellence.

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 eighty-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 Department of Academic Effectiveness works 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 of Associate in Arts degrees is students

continuing on to four-year degree programs. The Associate in Science

programs are targeted towards students seeking employable skills, which

does not require but may include continuing on to a four-year program.

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 http://www.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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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

Florida College System, and exceed the necessary guidelines within the

Southern Association of Community Colleges and Schools Commission on

Colleges (SACSCOC) 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 Florida

College System institutions 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.

The recommended program review timeline at SPC is four years and is

aligned with the long-standing three-year academic program assessment

cycle, producing a coherent and integrated review process. Figure 1

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represents the relationship between program assessment, program review,

and the viability report processes that comprise the academic program

assessment cycle.

Figure 1: Academic Program Assessment Cycle

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Program Description

SPC’s Veterinary Technology Associate in Science degree gives students a

solid foundation for success. Taking classes on campus means learning in

SPC’s $11 million Veterinary Technology facility, featuring 32,000 square

feet of classrooms, labs, surgery, and x-ray suites. Offered both online

and in the classroom, the program trains students in a wide range of skills

including radiology, nursing, dentistry, surgical preparation, anesthesia,

and clinical laboratory tests, while preparing them for the national

certification exam.

Degree Offered

An Associate in Science Degree in Veterinary Technology is offered at SPC.

For a complete listing of all courses within the Veterinary Technology

Program, please see Appendix A.

Accreditation

The Veterinary Technology Program is accredited by the American

Veterinary Medical Association-Committee on Veterinary Education and

Activities. The program was last accredited in 2013, and the next

accreditation is scheduled for 2015.

Program 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 competently perform common clinical laboratory

tests such as blood counts, serum chemistry, and urinalysis.

4. The student will properly apply nursing practices when

administering intravenous catheters, urinary catheters, and

bandaging materials.

5. The student will practice accuracy and safety while taking

radiographs, and will recognize and correct errors in technique

when necessary.

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6. The student will implement safe anesthesia management, including

understanding anesthetic agents, monitoring administration, and

safe recovery.

7. The student will recognize the principles of dentistry and

demonstrate basic knowledge of the procedures associated with

dentistry in veterinary medicine.

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Measure Descriptions

The CAPR reports include twenty-three measures designed to provide an overview of all the various elements pertaining to the program. The source of the information for nine of the first ten measures is the Program Review CAPR Dashboard in the SPC Pulse/Business Intelligence system. Sources for the remaining measures can be found within their measure description. Measures obtained from SPC Pulse/Business Intelligence were extracted between March 1 and July 1, 2015. Each measure is described in detail below.

Measure #1: Actual Course Enrollment (Enrollment Count)

Actual Course Enrollment is the sum of actual student enrollment for the courses within the specified Academic Organization during the selected academic years. This number is a duplicated headcount of students enrolled in the program's courses, and does not reflect the actual number of students enrolled in the program or its associated certificates (if applicable). The filters for the Actual Course Enrollment measure are as follows:

 Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013  Academic Plan - Multi: Undergraduate

 College - Group - Acad Org - Subject: Academic Organization  All other filters: All

Measure #2: Unduplicated Headcount

Unduplicated Headcount is the total number of unduplicated students enrolled in courses within the specified Academic Organization during the selected academic years. The filters for the Unduplicated Headcount measure are as follows:

 College - Group - Acad Org - Subject: Academic Organization  All other filters:All

Measure #3: SSH Enrollment

Student Semester Hours (SSH) Enrollment is defined as the total number of student semester hours in the specified Academic Organization during the selected academic years. The filters for the SSH Enrollment measure are as follows:

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Measure #4: Percent Full

The Percent Full metric is the actual enrollment count of the specified Academic Organization divided by the Standard Course Load (SCL) for the selected academic terms. The filters for the Percent Full metric are as follows:

 Academic Year - Term Desc - Multi: 2013-14 Fall, Spring,

Summer; 2014-15 Fall

 College - Group - Acad Org - Subject: Academic Organization  Class Status: Active, Full, Stop Further Enrollment

 All other filters:All Measure #5: Course Success (Performance)

The Performance measure is defined as the number of students successfully completing a course with a grade of A, B, or C (success rate), divided by the total number of students enrolled in courses within the Academic Organization during the selected academic years. The filters for the Performance measure are as follows:

Measure #6: Grade Distribution

The Grade Distribution measure reports the number of students receiving an A, B, C, D, F, N, W, or WF in courses within the academic program plan during the selected academic years. The filters for the Grade Distribution measure are as follows:

 Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013  Academic Plan - Multi: Program Plan

 All other filters:All

Measure #7: Industry Certification Attainment

The Industry Certification Attainment measure reports the number of students in the program plan that have attained an industry certification or have passed a licensing exam. Source: SPC Factbook, Table 9; Workforce database of student

certifications.

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Measure #8: Internship Enrollment (Course Groups)

The Internship Enrollment measure reports the number of students enrolled in clinical, practicum, or internship courses within the program plan during the selected academic years. The filters for the Internship Enrollment measure are as follows:

 Academic Year - Term Desc - Multi: 2013-14 Fall, Spring,

Summer; 2014-15 Fall

 Academic Plan - Multi: Program Plan  All other filters:All

Measure #9: Program Plans Taken by Plan

The Program Plans Taken by Plan measure reports the number of students in the specified program plan in a selected cohort (by Term) that have continued in the plan, and the number of students that have since transferred to other plans, for the selected academic terms or years. The filters for the Program Plans Taken by Plan measure are as follows:

 Student Cohort Student Term History Academic Year-Term Desc: 2012-13 Fall

 Enroll History Acad Term Desc (must be same as above):

2012-13 Fall

 Student Term History Academic Plan: Applicable Program

plan

 Comparison Filters

Academic Year - Term Desc - Multi: 2012-13 Fall, Spring,

Summer; 2013-14 Fall, Spring, Summer, 2014-15 Fall

 All other filters:All Measure #10: Graduates

The Graduates measure depicts the total number of graduates within specified program plan(s) associated with the Academic Organization, for the selected academic years. The filters for the Graduates measure are as follows:

 Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013  Graduation Degree Plan Subplan - Multi: All Applicable

Program Plans

 All other filters:All

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Measure #11: Faculty/Adjunct Ratio

The Faculty/Adjunct Ratio measure reports the number and percentage of program equated credit hours (ECHs) taught by the individual faculty

classifications. Source: PeopleSoft Student Administration System:

Faculty/Adjunct Ratio Report (S_FACRAT).

Measure #12: Revenue and Expenses (will be available by June 2015)

Measure #13: Capital Expenditures (will be available by June 2015)

Measure #14: National, State, and County Trends and Wage Information

Employment trend information is reported by country, state, and county. Jobs (2014) refers to the average annual job openings due to growth and net replacement; % Change (2014-2018) depicts the percent change in the number of annual job openings during the four-year period; and Median Earnings refers to the average earnings for the specified job title. Source: CareerSource Pinellas:

EMSI (Economic Modeling Specialists International) www.economicmodeling.com.

Measure #15: Major Employers

Major employers consist of the primary local employers of SPC graduates. These names are obtained from the Recent Alumni Survey Report and Program Administrators.

Measure #16: Total Placement

Total Placement is the percentage of students who have enlisted in the military, are continuing their education, or are employed in their field within the first year of graduation. Source: FETPIP Florida College System Vocational Reports

http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml.

Measure #17: State Graduates Outcomes

State graduates outcomes provide reference data for the employment trend data. Specifically, data on former students and program participants who have graduated, exited or completed a public or training program within the State of Florida are documented. Source: FETPIP Florida College System Vocational

Reports http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml.

Measure #18: Educational Outcomes

End-of-program assessment data that are reported in the program’s most recent Academic Program Assessment Report (APAR) are summarized and reported with

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the program’s learning outcomes, means of assessment, and information about the program’s next assessment report.

Measure #19: Three-Year Course Review (will be available by June 2015)

Measure #20: Student Survey of Instruction

The Student Survey of Instruction (SSI) 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 purpose of the SSI is to acquire information on student perception of the quality of courses, faculty, and instruction, and to provide feedback information for improvement.

Measure #21: Recent Alumni Survey

Recent alumni surveys are administered to measure alumni satisfaction with SPC’s education programs. The Recent Alumni Survey collects information related to career preparation, preparation for continuing education, and the current employment information and educational status of former students. Recent Alumni are surveyed six months after they graduate from SPC.

Measure #22: Employer Survey

Employer surveys are used to measure employer satisfaction with SPC graduates. Employers evaluate graduates from Bachelor of Science/Bachelor of Applied Science (BS/BAS), Associate in Science/Associate in Applied Science (AA/AS), and certificate programs. Surveys are sent to employers of recent graduates annually each spring semester.

Measure #23: Labor Insight/Jobs

Labor Insight/Jobs provides a variety of reports which are based on current workforce openings. Reports are available by occupations, top titles, education and experience, top skills, top industry sectors, top employers, salary distributions, and job counts. Filters allow the user to select a timeframe, geographic location, and job title. A license is required to access Burning Glass at

http://laborinsight.burning-glass.com/

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Program Performance

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Magaly Tymms

CAPR :

Last Refresh: 3/3/2015 5:15:46 AM

Student Information - Detail Enrollment

Student System Cube Refresh

Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013

Campus Description: Academic Plan - Multi: All

College - Group - Acad Org - Subject: VETTECH-LD

Course Instructional Method: All

Student Type (FTIC): Class Academic Group: All

Age Group: Ethnic Group: Gender: Custom Cohort: All Enrollment Count Gr…

Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD

Enrollment Count

Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD Term Academic Year - Term Desc Enrollment Count

2010 3,166 2011 3,550 2012 3,517 2013 3,605 Enrollment https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Enrollment.aspx 1 of 1 3/3/2015 9:21 AM 17

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Magaly Tymms

CAPR :

Last Refresh: 3/3/2015 5:15:46 AM

Age Group: Ethnic Group: Gender: Custom Cohort: All Unduplicated Student…

Unduplicated Student Co…

Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD Term Academic Year - Term Desc Unduplicated Student Count

2010 380 2011 421 2012 426 2013 444 Enrollment https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Enrollment.aspx 1 of 1 3/3/2015 9:17 AM 18

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Magaly Tymms

CAPR :

Last Refresh: 3/3/2015 5:15:46 AM

Age Group: Ethnic Group: Gender: Custom Cohort: All SSH Enrollment Graph

SSH Enrollment

Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD Term Academic Year - Term Desc Units Taken

2010 5,579 2011 6,161 2012 6,174 2013 6,317 Enrollment https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Enrollment.aspx 1 of 1 3/3/2015 9:19 AM 19

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Percent Full Metric Graph 3/3/2015

Percent Full

Fall Term 2013‐2014 (0475),Spring Term 2013‐2014 (0480),Summer Term 2013‐2014 (0485),Fall Term 2014‐2015 (0490),All,VETTECH‐LD,All,All

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View: Date: Dashboard:

Parameter:

All

Term Academic Year - Term Desc Measures Blended Face-to-Face Online Fall Term 2013-2014 (0475) Enrollment Count 1,568 53 677 838 Fall Term 2013-2014 (0475) Standard Course Load 1,950 100 875 975 Fall Term 2013-2014 (0475) Percent Full 80.0% 53.0% 76.5% 85.9% Spring Term 2013-2014 (0480) Enrollment Count 1,553 658 895 Spring Term 2013-2014 (0480) Standard Course Load 1,940 960 980 Spring Term 2013-2014 (0480) Percent Full 80.1% 68.5% 91.3% Summer Term 2013-2014 (0485) Enrollment Count 484 484 Summer Term 2013-2014 (0485) Standard Course Load 790 790 Summer Term 2013-2014 (0485) Percent Full 61.3% 61.3% Fall Term 2014-2015 (0490) Enrollment Count 1,649 16 673 960 Fall Term 2014-2015 (0490) Standard Course Load 2,030 120 925 985 Fall Term 2014-2015 (0490) Percent Full 81.2% 13.3% 72.8% 97.5%

3/3/2015 Percent Full Percent Full Metric by Instructional Method Fall Term 2013‐2014 (0475),Spring Term 2013‐2014 (0480),Summer Term 2013‐2014 (0485),Fall Term 2014‐2015 (0490),All,VETTECH‐LD,All 21

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Magaly Tymms

CAPR :

Last Refresh: 3/3/2015 5:15:46 AM

Student Information - Detail Performance

Performance

Age Group: Ethnic Group: Gender: Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Career - Program - Plan - Subplan: UGRD, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Su

Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Career - Program - Plan - Subplan: UGRD, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Su Term Academic Year - Term Desc Enrollment Count Success Rate Withdrawal Rate F Rate WF Rate

2010 3,166 88.6% 5.3% 2.6% 1.4% 2011 3,550 88.0% 4.5% 4.2% 1.6% 2012 3,517 87.9% 4.8% 4.1% 1.3% 2013 3,605 85.7% 6.7% 4.1% 1.7% Performance https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Performance.aspx 1 of 1 3/3/2015 9:23 AM 22

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Magaly Tymms

CAPR :

Last Refresh: 3/3/2015 5:15:46 AM

Student Information - Detail Grade Distribution

Student Grade Distribution Graph

Student Grade Distribution

Campus Description: Academic Plan - Multi: VETTC-AS

Age Group: Ethnic Group: Gender: Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Academic Plan: VETTC-AS, Grade Success Rate Grading Basis: Y, Student Term Career - Program - Plan - Subplan: UGRD, Filter empty series and bottom axis

Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Academic Plan: VETTC-AS, Grade Success Rate Grading Basis: Y, Student Term Career - Program - Plan - Subplan: UGRD, Filter empty rows and columns Enrollment Count

All

Term Academic Year - Term Desc A B C D F I W WF

2010 3,263 1,705 875 293 69 91 179 51

2011 3,657 1,790 1,055 369 63 153 164 63

2012 3,611 1,570 1,159 414 68 157 189 54

2013 3,677 1,546 1,189 405 66 154 7 246 64

Grade Distribution https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Grade Distribution.aspx

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Industry Certification Attainment

In the Veterinary Technology program the American Association of

Veterinary State Board's Veterinary Technician National Exam (VTNE) is

used to evaluate the students. This exam is part of the licensing,

registration or certification requirements for a veterinary technician in

the majority of states.

Veterinary Technology

National and State Licensure Exam Passing Rates

2009-10 2010-11 2011-12 2012-13 2013-14 N (passing students) 51 47 59 64 68

National Exam 70.0% 89.1% 80.8% 80.1% 79.5%

State Exam *** 100.0%

*** State Exam is no longer administered (since 2010) Source: 2014-15 Factbook, Table 9

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View: Date: Dashboard: Parameter: Fall Term 2013-2014 (0475) Spring Term 2013-2014 (0480) Summer Term 2013-2014 (0485) Fall Term 2014-2015 (0490) Class Course Group - Subject Catalog Nbr Unduplicated

Student Count Number of Classes

Unduplicated

ATE1943 75 7 58 5 19 2 61 5 ATE1944 37 4 59 5 16 2 53 3 ATE2945 45 4 41 3 14 1 60 3 ATE2946 23 2 38 3 22 2 27 2 Course Groups by Acad Org 3/3/2015 Course Groups Fall Term 2013‐2014 (0475),Spring Term 2013‐2014 (0480),Summer Term 2013‐2014 (0485),Fall Term 2014‐2015 (0490),All,All 25

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View: Date: Dashboard: Parameter: Fall Term 2012‐2013 (460),Fall Term 2012‐2013 (460),VETTC‐AS,All,All,All,All,All,All,All,All,All,Fall Term 2012‐2013 (460),Spring Term 201 Fall Term 2012-2013 (460) Spring Term 2012-2013 (465) Summer Term 2012-2013 (470) Fall Term 2013-2014 (0475) Spring Term 2013-2014 (0480) Summer Term 2013-2014 (0485) Fall Term 2014-2015 (0490) Academic Plan Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count Unduplicated Student Count All 335 264 124 195 156 76 99 VETTC-AS 335 258 116 172 123 49 67 VETTC-BAS 3 8 14 11 18 GEN-AA 4 2 5 6 3 4 VETTC-PR 1 4 3 1 BIO-BSPR 1 2 2 2 BIOLOGY-BS 1 1 3 2 1 BIO-TR 1 1 ENRCH-NO 1 1 1 6 1 NURSE-PR 1 1 PSYCH-TR 1 1 1 1 CJPSS-AS 1 1 HSA-AS 4 VETTC-CT 1 1 1 Program Plans Taken by Plan 4/21/2015 Program Plans Taken by Plan 26

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Magaly Tymms

CAPR :

Last Refresh: 3/3/2015 5:15:46 AM

Student Information - Detail Graduates

Overall Graduates Count

Academic Year - Term Desc - Multi:2010, 2011, 2012, 2013

Graduation Degree Plan Subplan - Multi: VETTC-AS

Age Group: Gender: Ethnic Group: Custom Cohort: All

No background selections exist, Filter empty series and bottom axis items

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Graduation Degree - Plan - Sub Plan Measures 2010 2011 2012 2013

VETTC-AS Graduation Data Count 78 66 87 81

Graduates https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Graduates.aspx

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Fulltime/Adjunct Faculty Ratio

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 2010-2011 146.5 63.7% 33.8 14.7% 49.8 21.6% Spring 2010-2011 137.5 55.5% 41.3 16.6% 69.0 27.9% Summer 2010-2011 54.8 61.0% 19.5 21.7% 15.5 17.3% 2010-2011 Total 338.8 59.7% 94.5 16.7% 134.3 23.7% Fall 2011-2012 126.8 51.6% 37.5 15.3% 81.5 33.2% Spring 2011-2012 124.5 45.3% 38.3 13.9% 112.0 40.8% Summer 2011-2012 51.8 52.4% 16.5 16.7% 30.5 30.9% 2011-2012 Total 303.0 48.9% 92.3 14.9% 224.0 36.2% Fall 2012-2013 122.8 44.0% 30.8 11.0% 125.8 45.0% Spring 2012-2013 125.5 44.8% 24.8 8.8% 130.0 46.4% Summer 2012-2013 50.8 57.0% 13.5 15.2% 24.8 27.8% 2012-2013 Total 299.0 46.1% 69.0 10.6% 280.5 43.3% Fall 2013-2014 144.0 49.0% 24.8 8.4% 125.3 42.6% Spring 2013-2014 123.3 47.1% 28.5 10.9% 110.0 42.0% Summer 2013-2014 47.3 54.0% 13.5 15.4% 26.8 30.6% 2013-2014 Total 314.5 48.9% 66.8 10.4% 262.1 40.7%

Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT).

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Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT).

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Occupation Profile

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Occupation Description

The occupation description for Veterinary Technologists and Technicians

29-2056 used by EMSI 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. May assist a veterinarian during surgery.

National, State, and County Wage Information and Employment Trends

The distribution of 2014 wage information for Veterinary Technologists

and Technicians is located in the table below. The median hourly earnings

for Veterinary Technologists and Technicians was $14.56 in the United

States, $13.37 in Florida, and $13.81 in Pinellas County.

Employment trend information is also provided for Veterinary

Technologists and Technicians in the table. An average annual increase in

employment for the profession (12.9% - 14.2%) is shown for the period

between 2014 and 2018, across the country, state, and county.

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Table 1 Growth for Veterinary technologists and technicians

Jobs (2014)

% Change

(2014-2018)

Median Earnings

US

90,874

12.9%

$14.56/hr

Florida

7,724

13.4%

$13.37/hr

Pinellas County

504 14.2%

$13.81/hr

Source: CareerSource Pinellas: EMSI (Economic Modeling Specialists International) |

www.economicmodeling.com

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Major Employers

Graduates of SPC’s Veterinary Technology – AS program are employed in

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

graduates are SPOT, Beneva Animal Hospital, Jaffe Animal Clinic, Charles

R. Billings, Publix, Gandy Animal Hospital, Affiliated Veterinary

Specialists, Whippany Veterinary Hospital, Interlachen Veterinary

Clinic/dab Shelton Vet Clinic, Alex Steverson, DVM, Lake City Animal

Hospital, and Banfield Pet Hospital, as depicted in the table below.

Major Employers

Source: Recent Alumni Survey reports and program administrator records

Employers of Veterinary Technology - AS Graduates SPOT

Beneva Animal Hospital Jaffe Animal Clinic Charles R. Billings Publix

Gandy Animal Hospital

Affiliated Veterinary Specialists Whippany Veterinary Hospital

Interlachen Veterinary Clinic/ dab Shelton Vet Clinic Alex Steverson, DVM

Lake City Animal Hospital Banfield Pet Hospital

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2013-14 Placement Data

VETTECH AS

Pool Count Percent Placed

2009-10 32 97%

2010-11 42 98%

2011-12 58 93%

Source: FETPIP Follow-up Outcomes http://www.fldoe.org/fetpip/ccs.asp

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State Graduates Outcomes

Veterinary Technology Program Graduates 2011-12 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 Eastern Florida State College **** 6 6 100% 6 5 83% Miami Dade College **** 6 5 83% 5 3 60% Hillsborough Community College 15 14 11 73% 13 12 92% St. Petersburg College 75 61 48 64% 58 54 93% Total 90 87 70 80% 82 74 90%

****Total Completers was not available at the time of this report.

Source: FETPIP Florida College System Vocational Reports http://www.fldoe.org/accountability/fl-edu-training-placement-info-program/fl-college-system-vocational-reports.stml

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Academics

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Educational Outcomes

As part of SPC quality improvement efforts, academic assessments are

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

the quality of the program’s educational outcomes. The Veterinary

Technology – AS program was evaluated through an Academic Program

Assessment Report (APAR).

Each of the Program Learning Outcomes (PLOs) was evaluated during the

2013-14 assessment. Each of the seven PLOs is listed below:

1. The student will recognize the principles pf 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

administration, the monitoring of anesthetized patients, and safe

recovery.

7. 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 Program assessment is to make summative

interpretations for program improvement.

The Veterinary Technology (AS) program used the results of the American

Association of Veterinary State Board’s Veterinary Technician National

Exam (VTNE) to evaluate the students. The criteria for success stated that

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the average score for SPC students should exceed the national average

score on each of the seven categories that comprise the VTNE.

Data were collected during the March/April 2013 through the March/April

2014 testing periods. The students whom were assessed achieved higher

average overall scores than the national average on five of the seven PLOs

and met the criteria for success.

The 2013-14 follow-up report has not yet been published.

For the complete 2013-14 Veterinary Technology Program Assessment

Report, please see Appendix B.

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Stakeholder Perceptions

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Student Survey of Instruction (SSI)

Source: St. Petersburg College Student Survey of Instruction database

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St. Petersburg College

Veterinary Technology

2013-14 Alumni Survey Report

Survey of 2012-13 Graduates

 A.S. Degree: Veterinary Technology

 Certificate: Veterinary Management

Alumni Survey Information

Graduates are sent one survey to complete, even in cases where they may have

earned multiple degrees within the same year. In these cases, the reported number of

surveys sent and responses received are counted once per degree or certificate

awarded to the student.

Eighty-four Alumni Surveys were provided to the 2012-13 graduates of the Veterinary

Technology program. Responses were received from 35 A.S. graduates and 1

Certificate completer.

Forty-three percent (36/84) of the graduates surveyed responded to the survey. After

receiving permission from the respondents to contact their employers, ten employer

surveys were sent out. 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:

 81.8% (27/33) of recent graduate survey respondents, who were employed,

were employed full-time.

 87.5% (28/32) of recent graduate survey respondents had a current position

related to their studies.

 30.6% (11/36) of recent graduate survey respondents indicated their main goal

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

certification/training needs”; 22.2% (8/36) “Change career fields”; 22.2%

(8/36) “Continue my education”; 13.9% (5/36) “Obtain employment”; 8.3%

(3/36) “Earn more money”; and 2.8% (1/36) “Other”.

 61.1% (22/36) of recent graduate survey respondents indicated that their SPC

degree allowed them to “Meet certification/training needs”; 55.6% (20/36)

“Earn more money”; 44.4% (16/36) “Continue my education”; 30.6% (11/36)

“Obtain employment”; 25.0% (9/36) “Change career fields”; 13.9% (5/36) “Get

a promotion”; and 2.8% (1/36) “Other”. [Note: The total may exceed 100% as

this question allows multiple responses]

 61.1% (22/36) of recent graduate survey respondents indicated that SPC did

“Exceptionally well” in helping them meet their goal; 30.6% (11/36) “Very

well”; and 8.3% (3/36) “Adequately”.

 69.7% (23/33) of recent graduate survey respondents indicated that they

earned $10.00-$14.99 per hour ($21,000-$30,999 annually); 15.2% (5/33)

earned $15.00-$19.99 per hour ($31,000-$41,999 annually); 6.1% (2/33) earned

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$25.00 or more per hour ($52,000 or more annually); 6.1% (2/33) earned less

than $10.00 an hour (less than $21,000 annually); and 3.0% (1/33) earned

$20.00-$24.99 per hour ($42,000-$51,999 annually).

 38.2% (13/34) of recent graduate survey respondents indicated they are

continuing their education.

 100.0% (36/36) of recent graduate survey respondents would recommend SPC’s

Veterinary Technology program to another.

 38.2% (13/34) of recent graduate survey respondents were members of a

National Association; 47.1% (16/34) were members of a State Association; and

5.9% (2/34) were members of a Local Association; while 29.4% (10/34) were not

members of an association. [Note: The total may exceed 100% as this question

allows multiple responses]

 Survey respondents were asked to select the areas for which they believed they

were best prepared by their SPC education. 82.4% (28/34) of respondents

selected “Laboratory procedures”; 79.4% (27/34) “Animal nursing”; 70.6%

(24/34) “Surgery preparation and assisting”; 64.7% (22/34) “Radiology and

ultrasound”; 55.9% (19/34) “Anesthesia”; 44.1% (15/34) “Pharmacy and

Pharmacology”; 38.2% (13/34) “Office and hospital procedures”; and 8.8%

(3/34) “Management”. [Note: The total may exceed 100% as this question

allows multiple responses]

 Survey respondents were asked to select the areas for which they believed they

were least prepared by their SPC education. 39.3% (11/28) of respondents

selected “Pharmacy and Pharmacology”; 39.3% (11/28) “Office and hospital

procedures”; 28.6% (8/28) “Anesthesia”; 17.9% (5/28) “Radiology and

ultrasound”; 10.7% (3/28) “Surgery preparation and assisting”; 3.6% (1/28)

“Laboratory procedures”; and 3.6% (1/28) “Animal nursing”. [Note: The total

may exceed 100% as this question allows multiple responses]

 62.1% (18/29) of recent graduate survey respondents worked at a worked at a

“Small animal, exclusive” practice; 17.2% (5/29) worked at an “Other”

practice; 10.3% (3/29) worked at a “Mixed practice, equal large and small

animal” practice; 6.9% (2/29) worked at a “Small animal, predominant”

practice; and 3.4% (1/29) worked at an “Equine” practice.

 100.0% (16/16) of recent graduate survey respondents worked at a practice

with a “Primarily teaching/clinical” academic purpose.

 80.0% (8/10) of recent graduate survey respondents worked at a

“Not-for-profit” organization; and 20.0% (2/10) worked at an “Industry/commercial”

organization.

 84.6% (22/26) of recent graduate survey respondents received “Reduced or no

cost veterinary services or products” as a benefit; 76.9% (20/26) “Paid

vacation”; 65.4% (17/26) “Uniform allowance”; 65.4% (17/26) “Continuing

education paid”; 53.8% (14/26) “Paid sick leave”; 53.8% (14/26)

“Pension/retirement/401K”; 50.0% (13/26) “Medical/hospitalization plan”;

38.5% (10/26) “Dental plan”; 30.8% (8/26) “Vision plan”; 26.9% (7/26) “Life

insurance”; 19.2% (5/26) “Professional dues paid”; 11.5% (3/26) “Paid

maternity/paternity leave”; 3.8% (1/26) “Sales incentive plan”; and 3.8%

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(1/26) “Liability insurance”. [Note: The total may exceed 100% as this question

allows multiple responses]

 An evaluation of Veterinary Technology graduates’ general education outcomes

is displayed in Table 1. Graduates indicated high levels of satisfaction with

their college preparation in the area of general education outcomes. Eleven

outcomes received mean scores between 4.5 and 4.9, ten received mean scores

between 4.1 and 4.4, and four received mean scores between 3.6 and 3.9.

Table 1

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 35 4.2 0.8 Listening 35 4.4 0.7 Reading 35 4.6 0.7 Writing 34 4.3 0.7

Your use of mathematical and computational skills:

Comfortable with mathematical calculations 35 3.9 0.9

Using computational skills appropriately 35 4.2 0.8

Accurately interpreting mathematical data 35 3.9 0.9

Using the following forms of technology:

Email 35 4.9 0.4 Word Processing 35 4.6 0.7 Spreadsheets 35 3.6 1.1 Databases 35 3.7 1.1 Internet Research 35 4.6 0.6

Thinking logically and critically to solve problems:

Gathering and assessing relevant information 35 4.3 0.7 Inquiring about and interpreting information 35 4.3 0.7

Organizing and evaluating information 35 4.3 0.7

Analyzing and explaining information to others 35 4.1 0.8

Using information to solve problems 35 4.3 0.8

Working effectively with others in a variety of settings:

Participating as a team player (e.g., group projects) 35 4.5 0.7

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General Education Outcomes

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

N Mean SD

Working well with individuals from diverse backgrounds 35 4.5 0.7

Using ethical courses of action 35 4.5 0.7

Demonstrating leadership skills 35 4.4 1.0

Appreciating the importance of lifelong learning:

Showing an interest in career development 35 4.6 0.7

Being open to new ideas and challenges 35 4.6 0.6

Willingness to take on new responsibilities 35 4.7 0.5 Pursuing additional educational opportunities 35 4.6 0.8

Veterinary Technology - AS Enhanced Comprehensive Academic Program Review

Associate in Science Degree:

Veterinary Technology

Veterinary Technology - AS

Enhanced Comprehensive Academic Program

Review 2014-15

Academic Effectiveness and Assessment

St. Petersburg College

ii

Enhanced Comprehensive Academic Program Review Produced

by

Veterinary Technology Program

Richard Flora, DVM MSBA

Dean, School of Veterinary Technology

Department of Academic Effectiveness and Assessment

Amy Eggers, M.A.

Research Analyst, Academic Effectiveness and Assessment

Ashley Caron, M.A.

Assessment & Accreditation Coordinator

,

Academic Effectiveness

and Assessment

Magaly Tymms, M.A.

Director, Academic Effectiveness and Assessment

iii

Table of Contents

iv

Executive Summary

SPC Mission Statement

The mission of St. Petersburg College is to promote student success and

enrich our communities through education, career development and

self-discovery. St. Petersburg College fulfills its mission led by an outstanding,

diverse faculty and staff and enhanced by advanced technologies, distance

learning, international education opportunities, innovative teaching

techniques, comprehensive library and other information resources,

continuous institutional self-evaluation, a climate for student success, and

an enduring commitment to excellence.

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 eighty-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 Department of Academic Effectiveness works 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

various levels throughout the institution to provide provosts, deans,

program managers, and faculty vital information on how successful our

efforts have been.