Veterinary Technology

Transcription

1 Comprehensive Academic Program Review Associate in Science Degree: Certificate: Veterinary Management Department of Academic Effectiveness and Assessment St. Petersburg College June 2011

2 Department of Academic Effectiveness and Assessment St. Petersburg College P.O. Box St. Petersburg, FL (727) FAX (727) Comprehensive Academic Program Review Produced by Program Richard Flora, Ph.D. Dean, School of 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. ii

3 Table of Contents Executive Summary... 5 SPC Mission Statement...10 Introduction...10 Institutional Effectiveness...10 Educational Assessment...11 Program Review Process...12 Program Description...13 Degrees Offered...13 Accreditation...14 Major Learning Outcomes...14 Program Performance...15 Actual Course Enrollment...15 Unduplicated Headcount...16 Productivity...17 Program Graduates...18 Grade Distributions...19 Fulltime/Adjunct Faculty Ratio...22 Program Profitability...24 Relative Profitability Index (RPI-T)...24 Program Improvements...26 Capital Expenditures...26 Academic Outcomes...27 Stakeholder Perceptions...31 Student Survey of Instruction (SSI)...31 SSI Results...32 Summary...33 Advisory Committee...34 Recent Meeting Summary...35 Recent Alumni Survey Information...37 Occupation Profile...43 Occupation Description...43 US, State, and Area Wage Information...43 National, State, and County Trends...44 Major Employers...44 Total Placement...46 State Graduates Outcomes...47 iii

4 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, Appendix D: Advisory Board Committee Minutes and Recommendations, Appendix E: Advisory Board Committee Minutes and Recommendations, Appendix F: Advisory Board Committee Minutes and Recommendations, iv

5 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, 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 , 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 , 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 , from the previous year. Fall productivity remained the same (0.79). The number of AS program graduates in the program decreased in (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 In Fall 2009, 91.3% of the students succeeded as compared to 93.6% in Fall Fulltime Faculty taught 60.1% of the ECHs in as compared to 67.5% in Adjunct Faculty taught 23.1% of the ECHs in as compared to 15.9% in The highest semester for Adjunct ECHs was Spring in which adjunct faculty taught 26.2% of the program s course load. The threesemester average for adjuncts (23.1%) in is consistent with the College s general 65/35 Fulltime/Adjunct Faculty Ratio guideline. Program Profitability The Relative Profitability Index (RPI-T) for the program increased (0.45) in , 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 mean RPI-T for SPC was 0.81; the mean RPI-T for the Health Center was 0.50; and the

6 10 mean RPI-T for programs which offered between 50% and 75% of their courses online was Program Improvements Capital Expenditures (Fund 10 and 16) for the program (Org: and ) 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 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 The Academic Program Assessment Follow-up Report was completed in August All three action items were successfully completed and the results published in the 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 advisory committee meeting was held on October 27, The meeting consisted of various reports including enrollment, program changes, graduation, 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 graduates of the 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. 6

7 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 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 program to another. Seventeen employer surveys were sent out based on the permissions provided by recent graduates in the 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 program. The 2009 median yearly income for veterinary technologists and technicians was $29,300 in 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 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 7

8 Surgery, University of Tennessee Veterinary Teaching Hospital, and Veterinary Emergency Clinic. Total Placement in the program from through ranged from 97% to 100%. State Graduates Outcomes State Graduates Outcome indicated that one hundred and eight students completed a state program in , of those seventyfive 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. 8

9 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 % 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. 9

10 SPC Mission Statement The mission of St. Petersburg College is to provide accessible, learnercentered 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 10

11 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 ( to serve as repository for all SPC s educational outcomes reports and to systematically manage our assessment efforts. 11

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 (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 (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 12

13 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 and a Certificate in Veterinary Management are offered at SPC. For a complete listing of all courses within the 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. 13

14 Accreditation The Program is accredited by the American Veterinary Medical Association (AVMA). The program was last reaffirmed in 2010, and the next accreditation is scheduled for 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. 14

15 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 , 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 Source: PeopleSoft Student Administration System: Course Management Summary Report (S_CMSUMM) 15

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 , 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 16

17 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 , from the previous year. Fall productivity remained the same (0.79), as shown in Figure 4. Figure 4: SSH Productivity Source: PeopleSoft Student Administration System: Course Management Summary Report (S_CMSUMM) 17

18 Program Graduates The number of AS degree graduates in the program decreased in (61) from the previous year, while the number of Certificate completers increased (5), as shown in Figure 5. Figure 5: Program Graduates Source: SPC Factbook, Table 31 18

19 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 % 25.1% 7.8% 0.7% 2.9% Spring % 26.7% 8.0% 2.5% 4.4% Spring % 28.3% 7.9% 1.9% 3.6% Fall % 26.0% 8.9% 4.8% 3.9% Fall % 27.9% 10.3% 3.3% 3.2% Source: Collegewide Grade Distribution Report (Generated at the end of the session) 19

20 Figure 6 provides a visual representation of the grade distributions for those students receiving a grade of A, B, or C. ABC Grade Distributions 100.0% Percent of Students (inclu. ABCDF) 80.0% 60.0% 40.0% 20.0% 0.0% 63.5% 58.4% 58.4% 56.5% 55.4% 27.9% 25.1% 26.7% 28.3% 26.0% 7.8% 7.9% 8.9% 10.3% 8.0% Spring Fall A B C Figure 6: ABC Grade Distributions Source: Collegewide Grade Distribution Report (Generated at the end of the session) 20

21 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 In Fall 2009, 91.3% of the students succeeded as compared to 93.6% in Fall Figure 7: Classroom Success Source: Collegewide Grade Distribution Report (Generated at the end of the session) 21

22 Fulltime/Adjunct Faculty Ratio Table 2 displays the number and percentage of program equated credit hours (ECHs) taught by the individual faculty classifications. As shown, Fulltime Faculty taught 60.1% of the ECHs in as compared to 67.5% in Adjunct Faculty taught 23.1% of the ECHs in as compared to 15.9% in Table 2 Equated Credit Hours by Faculty Classification Number of ECHs Fulltime Faculty % of Classes Taught Percent of Load Faculty Number of ECHs % of Classes Taught Number of ECHs Adjunct Faculty % of Classes Taught Fall % % % Spring % % % Summer % % % Total % % % Fall % % % Spring % % % Summer % % % Total % % % Fall % % % Spring % % % Summer % % % Total % % % Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT) 22

23 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 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 is consistent with the College s general 65/35 Fulltime/Adjunct Faculty Ratio guideline. Figure 8: Full-time/Adjunct Faculty Ratio Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT) 23

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 ), personnel expenses (GL ), and current expenses (GL ). Program revenues (GL ) can include (1) student application fees and tuition, (2) out of state fees, and (3) gifts from alumni and charitable organizations. Personnel expenses (GL ) 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 ) 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. 24

25 The RPI-T for the program increased (0.45) in , 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 mean RPI-T for SPC was 0.81; the mean RPI-T for the Health Center was 0.50; and the mean RPI-T for programs which offered between 50% and 75% of their courses online was Figure 9: Fiscal Summary Source: PeopleSoft Financial Production System: Summary of Monthly Organization Budget & Actuals Status Report (ORGBUDA1) from End of Fiscal Year 25

26 Program Improvements Capital Expenditures Capital Expenditures (Fund 10 and 16) for the program (Org: and ) 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 Program Capital Expenditures Capital Expenditures Year Capital Outlay Account Purchase Description , Office supplies Digital radiograph machine, cat condos, computer equipment, and teaching microscopes were purchased Total $74,670 Source: PeopleSoft Financial Production System: Summary of Monthly Organization Budget & Actuals Status Report (ORGBUDA1) from End of Fiscal Year 26

27 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 Each of the program s eight Major Learning Outcomes (MLOs) was evaluated during the 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. 27

28 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 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 The data findings for each semester in , 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. 28

29 Table 4 June 2007 Assessment Results Major Learning Objectives Summary of Assessment Findings SPC Average National Average Percent Difference MLO MLO MLO MLO MLO MLO 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 Source: Academic Outcomes from Academic Program Assessment Report (APAR) Table 5 January 2008 Assessment Results Major Learning Objectives Summary of Assessment Findings SPC Average National Average Percent Difference MLO MLO MLO MLO MLO MLO 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 Source: Academic Outcomes from Academic Program Assessment Report (APAR) 29

30 The follow-up report was completed in August All three action items were successfully completed and the results published in the follow-up report. The next assessment report is scheduled to be completed during the academic year. 30

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 , the SSI items were reviewed and revised by a committee composed of faculty and administrators. As a result of the revision process, the lecture, nonlecture, and ecampus forms were consolidated into one form, independent of modality, which has been administered online since Spring 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 31

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 SSI Satisfaction Level (Scale 1-7) Spring Summer Fall 2010 Spring Spring 2010 Summer Fall 2010 Spring Spring Summer Fall Faculty Engagement Preparation & Organization Course Instruction Content Area 6.45 Spring 2011 Figure 10: SSI Results Source: Student Survey of Instruction Administration Site 32

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 sevenpoint satisfaction scales. These results suggest general overall satisfaction with the courses within the program; specifically, as they relate to faculty engagement, preparation and organization, and course instruction. 33

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. 6. Approving all program equipment purchases in excess of $

35 Recent Meeting Summary A advisory committee meeting was held on October 27, The meeting consisted of various reports including enrollment, program changes, graduation, 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 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. 35

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 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, The complete committee minutes along with the minutes from previous meetings are located in Appendices C, D, and E. 36

37 Recent Alumni Survey Information One hundred and one Alumni Surveys were provided to the graduates of the 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. 37

38 100.0% of recent graduate survey respondents would recommend SPC s program to another. An evaluation of 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

39 Table 6 College Preparation Ratings for Recent Program Graduates General Education Outcomes (Five point rating scale with five being the highest) Item Ratings Communicating clearly and effectively with others through: N MEAN SD Speaking Listening Reading Writing Your use of mathematical and computational skills: Comfortable with mathematical calculations Using computational skills appropriately Accurately interpreting mathematical data Using the following forms of technology: Word Processing Spreadsheets Databases Internet Research Thinking logically and critically to solve problems: Gathering and assessing relevant information Inquiring about and interpreting information Organizing and evaluating information Analyzing and explaining information to others Using information to solve problems

40 Table 6, continued College Preparation Ratings for Recent Program Graduates General Education Outcomes (Five point rating scale with five being the highest) Item Ratings Working effectively with others in a variety of settings: N MEAN SD Participating as a team player (e.g., group projects) Working well with individuals from diverse backgrounds Using ethical courses of action Demonstrating leadership skills Appreciating the importance of lifelong learning: Showing an interest in career development Being open to new ideas and challenges Willingness to take on new responsibilities Pursuing additional educational opportunities Employer Survey Information Seventeen employer surveys were sent out to employers based on the permissions provided by recent graduates in the 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 graduates general education outcomes is displayed in Table 7. Employers indicated high levels of satisfaction with graduates general 40

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 Program Graduates General Education Outcomes (Five point rating scale with five being the highest) Communicate clearly and effectively with others through: Item Ratings N Mean SD N/A* Speaking Listening Reading Writing Use mathematical and computational skills: Comfortable with mathematical calculations Uses computational skills appropriately Accurately interprets mathematical data Use the following forms of technology: Word Processing Spreadsheets Databases Internet Research Think logically and critically to solve problems Gathers and assesses relevant information Inquires and interprets information Organizes and evaluates information Analyzes and explains information to others Uses information to solve problems Work effectively with others in a variety of settings: Participates as team player (e.g., groups projects)

42 Table 7, continued Employer Competency Ratings for Recent Program Graduates General Education Outcomes (Five point rating scale with five being the highest) Works well with individuals from diverse backgrounds Item Ratings N Mean SD N/A* Uses ethical courses of action Demonstrates leadership skills Appreciate the importance of lifelong learning: Shows interest in career development Open to new ideas and challenges Willing to take on new responsibilities Pursues additional educational opportunities *The survey allowed employers to select N/A if a competency was not applicable for an employee. 42

43 Occupation Profile One occupation description was located in the Bureau of Labor Statistics for the 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 Location Pay Period % 25% Median 75% 90% United States Florida Hourly $9.70 $11.54 $14.08 $17.25 $20.71 Yearly $20,200 $24,000 $29,300 $35,900 $43,100 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 43

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 Veterinary technologists and technicians 79, , % 4,850 Florida Employment Percent Change Job Openings 1 Veterinary technologists and technicians 6,560 8, % 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 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