2011-12
Truckee Meadows
Community College
School of Sciences
VETERINARY TECHNOLOGY
PROGRAM/UNIT REVIEW SELF STUDY
Veterinary Technology
DESCRIPTION OF PROGRAM/UNIT
The Veterinary Technician Program at Truckee Meadows Community College was initiated after an
assessment of the veterinary community in 2002 where a demand for licensed veterinary technicians was
evident. The initial curriculum for the program was written and three outcomes were offered to students – a
Certificate of Completion, a Certificate of Achievement, or an Associate of Applied Science (AAS) degree.
The Certificate of Completion was created for students who were employed in veterinary practices and had at
least five thousand hours of experience. The latter two options required completion of general education
requirements from the college. There were no prerequisites for the program at the time.
The Veterinary Technician Program was granted provisional accreditation in September of 2005. During the
American Veterinary Medical Association – Committee on Veterinary Technician Education and Activities
(AVMA-CVTEA) initial visit in September 2005, the program had five critical recommendations and two
major recommendations. The program addressed the critical and major recommendations as described in the
report and was granted full accreditation November 12, 2006.
The first class (a total of twelve students) completed the Veterinary Technician Program in the spring of 2005.
Students in the first two classes (Class of 2005 and Class of 2006) attended instruction in the evenings. In the
fall of 2005, the students of the incoming class (Class of 2007) started to attend day instruction and could
pursue the Certificate of Achievement or the AAS degree. It was with this class that applicants to the
program were required to complete prerequisites. The program has required BIOL 190 with lab (cellular
biology) and another upper level biology class (such as BIOL 201 – zoology) as prerequisites along with
MATH 120 and ENG 101. The prerequisites will be changing for the incoming class in the Fall of 2012 to
reflect the changes in the requirements for the AAS degree from the College. Please see Appendix B of this
report for the current paperwork.
The American Association of Veterinary State Boards (AAVSB) requires students to complete a degree prior
to sitting the Veterinary Technician National Exam (VTNE). The AAS degree is the only degree offered at
TMCC that satisfies this requirement. The Veterinary Technician Program has graduated seven classes
(2005-2011) since it began. We have a one hundred percent pass rate for all of the program’s graduates for
the VTNE.
In December of 2010, the program had a site visit and review by the AVMA-CVTEA. The program had been
on probationary accreditation since October 2009 following an annual report indicating that the program was
without a Program Coordinator and a full time equivalent veterinarian. Further, the Institutional Animal Care
and Use Committee (IACUC) had not met as prescribed by Animal Welfare Act (AWA) regulations. These
major infractions were rectified, and the program was granted full accreditation after the AVMA-CVTEA
meeting in April 2011.
Truckee Meadows Community College | Description of Program/Unit
1
2011-12
PROGRAM UNIT REVIEW
Mission Statement
The mission of the Veterinary Technician Program is to provide the highest quality and most advanced level
of education in the field of veterinary technology.
Degrees, Certificates, and/or Non-Credit Courses offered
Students graduating from the Veterinary Technician Program receive an Associate of Applied Science degree
in Veterinary Technology. The program previously offered a Certificate of Achievement, however, this has
been discontinued. The governing body for the Veterinary Technician National Exam (VTNE) requires
students to be graduates of the college.
Primary Goals and Objectives
The objectives of the Veterinary Technician Program are as follows:
1. To provide each individual student with the basic knowledge leading them to qualify for the State and
National Veterinary Technician Exams
2. To educate students on the responsibilities of a Licensed Veterinary Technician
3. To develop students who value the field of veterinary medicine and therefore continue to educate
themselves through formal and informal programs
4. To increase the standard of veterinary medicine in our community by increasing the number of Licensed
Veterinary Technicians
Factors Expected to Affect Future
The veterinary medical community has been affected by the recession, and visits to veterinary hospitals have
been down according to reports in the veterinary journals and information from local practices. In somewhat
of a contrast to this however, a recent article in the Journal of the American Veterinary Medical Association
(JAVMA, Vol. 239, No. 8), says “the current economic climate … is a consequence of fundamental problems
within the profession rather than a temporary setback sparked by the economic recession.” With online
medical advice and various alternatives for pet owners to seek health information pertaining to their
animals, the AVMA is starting a new initiative to promote public awareness of the importance of veterinary
visits. Public perception of the value of the veterinary hospital and the value of veterinary technicians has
been an issue in this field. In addition to awareness of the importance of veterinary care at the local veterinary
hospital, the public needs to be aware of the abilities of the healthcare team at the hospital. For years, nonlicensed veterinary support personnel have been performing duties in the veterinary hospital that should be
performed by veterinary technicians. In the state of Nevada, graduates with a Bachelor’s degree in a science
field with 4000 hours working in a veterinary hospital are allowed to sit for the Veterinary Technician
National Exam (certain majors require Board approval). If this non-traditional student passes the VTNE and
the Nevada take home exam on the laws of the state, the person becomes a Licensed Veterinary Technician
(LVT) in Nevada. These LVTs are competing for jobs with the traditionally trained LVTs (our graduates).
While veterinary hospitals continue to contact the Veterinary Technician Program seeking LVTs for
employment, as the program continues to graduate 10+ students per year and the State continues to allow
2
| Truckee Meadows Community College
Veterinary Technology
2011-12
licensing of non-traditional students, the local market may become saturated with entry level technicians in a
short period of time. If the economic climate does not improve or worsens, this will impact the availability of
jobs for our graduates even further. For this reason and for the purpose of staffing laboratory sections as later
discussed in this report, it is a recommendation of this program review that the number of new students each
year be limited to sixteen.
School of Sciences |
3
2011-12
PROGRAM UNIT REVIEW
CURRICULUM
Program/Unit Review Assessment Reports
2015-16
2014-15
2013-14
2012-13
2011-12
2010-11
2009-10
2008-09
Veterinary Technology (program)
2007-08
2006-07
2005-06
List title(s) of past Program/Unit Reviews; indicate whether a
program, discipline, or course review.
X
The summary from the Program Review completed in November 2007 was as follows:
The Veterinary Technician Program is one of three in the State of Nevada to receive accreditation from the
American Veterinary Medical Association and is currently the only program offering veterinary technician
training in northern Nevada. The program has successfully graduated three classes of students (in 2005,
2006, and 2007). All of the graduates passed their national examinations with above average scores and all
are licensed veterinary technicians. Although well underway, the program is suffering from staffing and
equipment shortages. This report recommends the following:
* Hire additional faculty needed for laboratory sections
* Provide funding for hiring of student laboratory/instructional assistant(s)
* Increase funding to support the program in the purchase of equipment
* Increase funding for continuing education expenses of faculty
* Explore outside funding for the purchase of radiographic equipment
* Consider locating appropriate class space for use of radiographic equipment
* Consider locating appropriate class space for the development of a clinical teaching setting suitable for
hands-on work including capacity for surgery and dentistry
* Explore outside funding for the purchase of additional equipment for this clinical teaching setting
In the four years since the completion of the previous Program Review, additional part time faculty members
have been hired for laboratory sections. Previously there were two instructors for laboratory sessions, with
the part time instructor paid according to the part time faculty credit pay rate. Last year we saved the college
money by paying our part time support instructors on an hourly basis rather than per credit. They do not have
primary responsibility for the class and thus are compensated appropriately for their supporting role. Because
of the needed student to faculty ratio for live animal labs, additional instructional assistants will be needed if
the number of students in the program continues to increase or stay at the level of this fall’s class (19).
Additional part time instructors are needed to relieve some of the burden on the full time instructors; however,
it is difficult to get part time instructors to commit to teaching lectures.
The program has the capacity to enroll twenty-four students (there is space in the Redfield laboratory
classroom for twenty-four). Based on interpretation of standard operating practices made by the program’s
4
Curriculum | Truckee Meadows Community College
Veterinary Technology
2011-12
Institutional Animal Care and Use Committee (IACUC), it is inappropriate to have more than four students per live
animal. In addition, there needs to be one instructor for every group of four students. Also, the number of students
we can accommodate in a lab is limited by the space in the work area (this is dependent upon the various off-site
facilities used by the program). The program has used this model to schedule lab classes – so if there are twenty-four
students in a class, three lab sections for the course are necessary (groups of eight with two instructors). Again, this
depends on the subject matter and animals for the class. A major recommendation of this Program Unit Review is to
cap enrollment in the program to sixteen students. This will enable semester schedule planning to include two lab
sections for applicable classes. Limiting the number of sections is necessary as there are classes currently that do not
have an adequate number of lab sections. There is an ongoing need for instructional assistants.
The program has adequate equipment for laboratory use per the AVMA-CVTEA requirements (program owned
equipment or equipment off-site at an affiliated location). However, the program does not have its own radiographic
equipment. The experience for the students is somewhat limited due to the need to use offsite x-ray equipment. In an
ideal situation, the program would have the capacity to meet the requirements for equipment without needing off-site
facilities. Thus the majority of the recommendations from the previous review are still viable recommendations.
Course Assessment Report Summaries
Prefix
VETT
Number
101
Title
Intro Animal Hlth Tchnlgy
Indicate date of assessment in the
department assessment cycle
2010-2011
VETT
105
Vet Medical Terminology
2012-2013
VETT
110
Comp Animal Anat &
Phys I
Assessed as part of VETT 128 per
WF in 2007-2008
VETT
112
Comp Aninal Anat/Phys II
VETT
125
Vet Office Procedures
MCO has been submitted for this
class but not a PDCAR, will add to
the assessment cycle for 2012
2011-2012
VETT
128
Animal Nursing
Assessed per WF in 2007-2008
VETT
203
Clinical & Gen Pathology
2011-2012
VETT
205
Vet Diagnostic Imaging
2011-2012
VETT
208
2012-2013
VETT
209
Laboratory Animal
Science
Parasitology
2011-2012
VETT
211
Animal Nutrition
2009
VETT
225
2010-2011
VETT
227
Pharmacology &
Toxicology
Advanced Animal Nursing
2012-2013
VETT
235
Ansthsia, Surg Nurs, Dntl
2010-2011
VETT
240
Large Animal Medicine
2010-2011
VETT
250
Small Animal Critcal Care
2012-2013
VETT
266
Directed Clinical Pract
2012-2013
VETT
267
Adv Clinical Practices
2012-2013
PDCAR
Date
Modifications
Will add to the
assessment cycle in Fall
2012
2010-11*
2010-11*
School of Sciences | Curriculum
5
2011-12
PROGRAM UNIT REVIEW
The program has implemented an assessment cycle as noted above. Four classes were assessed in the spring of 2011
(VETT 101, 225, 235, and 240). The PDCARs for VETT 101 and 240 have been submitted (but are not noted above).
Assessment Driven Improvements
Please see Section Eleven of the Self Study Report for the AVMA-CVTEA, December 2010, specifically
pages 39 through 41 of the report. This section addresses ‘Outcomes Assessment’ for the program. The
AVMA asked for summary sheets from the VTNE, graduate and employers survey results, and asked how
feedback from our advisory committee is used for program improvement. These pages reference Appendix E
and F of the AVMA Self Study. The entire report and appendices are included with this program review in
Appendix D.
As the program has had a delayed start on the assessment cycle due to changes in the program coordinator and
faculty from 2008 until 2010, we are now implementing an assessment cycle to assess all of the VETT classes
in the next two years. This semester it came to the program’s attention that fifteen of the VETT courses need
updated Master Course Outline (MCO) forms completed and submitted to the CAP committee (which is the
Senate Committee on Curriculum, Assessment and Programs). After this has been completed, the assessment
reports can be completed per the schedule set out above. The goal will be to have the MCO forms completed
for all VETT courses by the end of the Spring 2012 semester. The curriculum has had minimal changes since
its inception. The program hopes to improve the curriculum by examining each course through the process of
updating the Master Course Outline forms and assessment.
Evaluating Relevancy of Curriculum
Course Content
The Veterinary Technician Program curriculum is detailed in Section Ten of the Self Study Report for the
AVMA-CVTEA, December 2010. Please see pages 32 through 38 of the report.
Degree/Certificate Requirements
The students in the program graduate with an Associate of Applied Science degree in Veterinary Technology.
As noted previously, the Certificate of Achievement has been discontinued.
The program submitted paperwork to the CAP committee for the November 2011 meeting to adjust the total
degree requirements to seventy-three (fifty-one core requirement credits and twenty-two general education
requirement credits). The previous core requirements of forty-seven did not include VETT 112, a four credit
anatomy and physiology class. The general education requirements for the AAS degree have been adjusted to
reflect minimum requirements mandated by the Board of Regents with the current AAS degree.
Methods of Instruction
Students attend lecture and lab for classes in the Veterinary Technician Program. In addition to the use of
lecture and lab classrooms at Redfield, offsite facilities are used extensively due to the nature of the program.
Please see Section Four of the Self Study Report for the AVMA-CVTEA, pages 11 through 15. In addition to
the use of offsite facilities, there are various resources for clinical instruction used in the program. Please see
Section Five of the Self Study Report, pages 16 through18.
6
Curriculum | Truckee Meadows Community College
Veterinary Technology
2011-12
Faculty Qualifications
Per the AVMA-CVTEA requirements, each veterinary technician program must be comprised of a full time
equivalent Licensed Veterinary Technician and a Doctor of Veterinary Medicine. The faculty must be
graduates of AVMA accredited programs. Please see Section Nine of the Self Study Report for the AVMACVTEA, pages 28 through 31. Since the submission of the AVMA report, our part time faculty member
Sarah Huntress, LVT left to pursue full time employment at an area veterinary hospital. We have added three
additional part time faculty members in Marcella Medina, LVT; RiAnn Yano, LVT; and Meghan Galleron
Beckman, LVT.
Post Completion Objectives (transfer, job placement, etc.)
As stated previously, one of the main objectives of the Veterinary Technician Program is to adequately
prepare our graduates to take the Veterinary Technician National Exam (VTNE). The program currently has
a 100 percent pass rate for all of our graduates. As part of our accreditation process, surveys were sent out in
2010 to graduates and employers of our graduates. Please see Appendix F of the Self Study Report for
questions and answers.
Secondary Student Preparation Efforts
Students applying to the college take the Accuplacer exam. This is an English and Math placement exam
offered in the testing center to be completed by all new degree seeking candidates. The program relies on the
appropriateness of the Accuplacer scores in placing students into the program prerequisites of MATH 120 or
higher and ENG 101 (or 113). Remediation is offered by the college to students that do not place into MATH
120 or ENG 101.
External Review
As noted previously, the Veterinary Technician Program is accredited by the American Veterinary Medical
Association – Committee on Veterinary Technician Education and Activities. The AVMA-CVTEA reviews
programs on a five year cycle. The TMCC program was reviewed by a five member site team on December
1st through 3rd, 2010. The next accreditation visit will be in 2015.
Non-credit Training Offered
None at this time.
Curriculum Development Strategies
Assessment Findings and Strategies
The goal is to catch up with assessment for the program. The program will work towards submitting updated
Master Course Outlines for classes by the end of Spring 2012. There will be the establishment of a five year
assessment cycle of all VETT classes (per above). The goal will be to make any changes necessary to the
program curriculum to improve student learning, remain current with the field of veterinary medicine, and
maintain compliance with the AVMA-CVTEA.
External Resource Recommendations and Implementation Plans
The Veterinary Technician Program will continue to comply with any changes dictated by the AVMACVTEA. The program has a Veterinary Technician Program Advisory Committee and carefully considers
recommendations made by this group of veterinarians, licensed veterinary technicians, students, industry
representatives, and public members.
School of Sciences | Curriculum
7
2011-12
PROGRAM UNIT REVIEW
Anticipated Factors Affecting Curriculum and Strategies
For any major changes in the curriculum, the time needed to make and implement the changes will need to be
taken into consideration in regards to work load for the program faculty. To keep and continue to recruit part
time faculty members, funding would be beneficial to offer the benefit of payment of licensing and continuing
education. These topics are addressed in this report.
8
Curriculum | Truckee Meadows Community College
Veterinary Technology
2011-12
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
Age
5 -year Average Headcount
Veterinary Technology
TMCC
61%
55%
24% 24%
11% 13%
2%
3%
Under 18 yrs.
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Vet. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
2%
18-24 yrs.
25-34 yrs.
35-49 yrs.
Under 18 yrs. 18-24 yrs. 25-34 yrs. 35-49 yrs.
0
43
20
5
0%
62%
29%
7%
1
45
21
10
1%
57%
27%
13%
3
55
21
10
3%
60%
23%
11%
2
57
24
9
2%
61%
26%
10%
4
52
21
11
4%
58%
24%
12%
4
47
21
11
5%
56%
25%
13%
0
57
25
13
0%
58%
26%
13%
0
65
23
10
0%
65%
23%
10%
0
84
26
13
0%
66%
20%
10%
1
90
31
14
1%
65%
22%
10%
2%
61%
24%
11%
3%
55%
24%
13%
6%
50+ yrs.
50+ yrs.
1
1%
2
3%
3
3%
2
2%
1
1%
1
1%
3
3%
2
2%
4
3%
2
1%
2%
6%
Total
69
100%
79
100%
92
100%
94
100%
89
100%
84
100%
98
100%
100
100%
127
100%
138
100%
100%
100%
The age distribution in the bar graph above adequately represents the ages of students in the Veterinary Technician
Program and closely matches the age distribution of the College.
School of Sciences | Demographics and Enrollment
9
PROGRAM UNIT REVIEW
2011-12
Gender
5-year Average Headcount
Veterinary Technology
TMCC
90%
55%
45%
9%
Female
15
17
Female
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Vet. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
Male
Male
61
88%
72
91%
86
93%
88
94%
81
91%
78
93%
89
91%
87
87%
110
87%
124
90%
90%
55%
Unreported
8
12%
7
9%
6
7%
6
6%
8
9%
6
7%
8
8%
11
11%
17
13%
14
10%
9%
45%
Total
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
1
<1%
2
<1%
0
0%
0
0%
<1%
<1%
69
100%
79
100%
92
100%
94
100%
89
100%
84
100%
98
99%
100
98%
127
100%
138
100%
100%
100%
The disproportionate number of women in the field of veterinary technology mirrors the trend in veterinary
medicine. The number of women entering the field of veterinary medicine outnumbers men. According to an
article in the New York Times in June 2002, “this trend will continue because nearly three-quarters of the nation's
9,276 veterinarian students are women. Since the late 1990's more than 70 percent of applicants to veterinary
schools have been women. By contrast, in the late 1960's, about 5 percent of veterinary students were women.” The
program will attempt to recruit as many men into the profession as possible. We do have male graduates of the
program who serve as role models in the veterinary community for men in this profession.
10
Demographics and Enrollment | Truckee Meadows Community College
Veterinary Technology
2011-12
Ethnicity
5-year Average Headcount
Veterinary Technology
TMCC
76%
68%
0% 3%
3% 6%
African
American
Asian
African
American
14% 15%
2% 2%
0% 0%
Hawaiian or
Pacific
Islander
Asian
Hispanic
Native
American
Hawaiian
or Pacific
Native
Islander Hispanic American
0% 1%
5% 4%
Two or more
Interraces
national
Students
Unreported
0% 1%
White
White
Two or
more
races
International
UnS tudents reported
Total
Fall N
0
2
7
2
57
0
1
69
06 %
0%
3%
10%
3%
83%
0%
1%
100%
Spr N
0
3
6
1
67
0
2
79
07 %
0%
4%
8%
1%
85%
0%
3%
100%
Fall N
0
4
3
2
82
0
1
92
07 %
0%
4%
3%
2%
89%
0%
1%
100%
Spr N
0
4
8
2
77
0
3
94
08 %
0%
4%
9%
2%
82%
0%
3%
100%
Fall N
0
5
9
2
70
0
3
89
08 %
0%
6%
10%
2%
79%
0%
3%
100%
Spr N
0
3
10
1
68
0
2
84
09 %
0%
4%
12%
1%
81%
0%
2%
100%
Fall N
1
3
16
2
74
0
2
98
09 %
1%
3%
16%
2%
76%
0%
2%
100%
1
3
16
1
77
0
2
100
Spr N
10 %
1%
3%
16%
1%
77%
0%
2%
100%
Fall N
0
2
0
30
3
88
0
1
3
127
10 %
0%
2%
0%
24%
2%
69%
0%
1%
2%
100%
Spr N
0
0
0
26
2
80
0
1
29
138
%
0%
0%
0%
19%
1%
58%
0%
1%
21%
100%
11
Vet. Avg
0%
3%
<1%
14%
2%
76%
<1%
<1%
5%
100%
TMCC Avg
3%
6%
<1%
15%
2%
68%
1%
1%
4%
100%
Note: Ethnicity categories were changed in Fall 2009 to align with new IPEDS and NSHE reporting requirements
In addition to being similar to the population for the College, the composition of our students as young white
females mirrors the enrollment demographics of other veterinary technician programs in the country. This
composition also mirrors the general population of Licensed Veterinary Technicians in veterinary practice.
School of Sciences | Demographics and Enrollment
11
PROGRAM UNIT REVIEW
2011-12
Student Status
Educational Goals
5-year Average Headcount
VETT
TMCC
96%
75%
2%
Earn a Degree
5%
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
VETT Avg
TMCC Avg
2%
Earn a Certificate Improve Job Skills
Earn a
Degree
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
12%
0%
20
95%
20
100%
24
100%
21
100%
25
93%
22
96%
27
96%
24
100%
29
94%
26
93%
96%
75%
0%
Personal
Enrichment
Earn a
Improve Job Personal
Certificate
Skills
Enrichment
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
0
0
0
0%
0%
0%
2
0
0
6%
0%
0%
2
0
0
7%
0%
0%
2%
0%
0%
5%
2%
12%
3%
0%
Transfer
Transfer
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
3%
2%
3%
Undecided
Undecided
1
5%
0
0%
0
0%
0
0%
2
7%
1
4%
1
4%
0
0%
0
0%
0
0%
2%
3%
Total
21
100%
20
100%
24
100%
21
100%
27
100%
23
100%
28
100%
24
100%
31
100%
28
100%
100%
100%
The goal of the student in the Veterinary Technician Program is to graduate from the college with an AAS degree
in Veterinary Technology so that they are eligible to take the Veterinary Technician National Exam (VTNE).
Graduation from an AVMA accredited program and passing scores on the VTNE enable a graduate to become
licensed as a veterinary technician in their state of choice.
12
Demographics and Enrollment | Truckee Meadows Community College
Veterinary Technology
2011-12
Educational Status
5-year Average Headcount
Veterinary Technology
78%
77%
8%
Continuing Students
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Vet. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
TMCC
Continuing Students
49
71%
67
85%
56
61%
79
84%
73
82%
74
88%
65
66%
80
80%
89
70%
124
90%
78%
77%
10%
14%
New Transfers
New Transfers
4
6%
7
9%
15
16%
6
6%
1
1%
6
7%
12
12%
10
10%
7
6%
8
6%
8%
10%
13%
New Students
New Students
Total
16
23%
5
6%
21
23%
9
10%
15
17%
4
5%
21
21%
10
10%
31
24%
6
4%
14%
13%
69
100%
79
100%
92
100%
94
100%
89
100%
84
100%
98
100%
100
100%
127
100%
138
100%
100%
100%
The majority of students in the Veterinary Technician Program have been attending Truckee Meadows Community
College for their prerequisite classes and for their general education requirement classes. Students entering the
program are encouraged to have as many of the general education requirements as possible for the AAS degree
completed prior to entering the program. The goal is to have students graduate from the college upon completion
of the Program (and thus take the VTNE to pursue licensure).
School of Sciences | Demographics and Enrollment
13
PROGRAM UNIT REVIEW
2011-12
Enrollment Status
5-year Average Headcount
Veterinary Technology
TMCC
43%
32%
29%
25%
16%
12+
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Vet. Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
34
49%
31
39%
43
47%
41
44%
43
48%
39
46%
45
46%
38
38%
55
43%
44
32%
43%
29%
16%
15%
9-11.9
12+
24%
6-8.9
Credits Earned
9-11.9
6-8.9
11
16%
12
15%
13
14%
18
19%
8
9%
8
10%
15
15%
18
18%
19
15%
34
25%
16%
15%
Less than 6 credits
Less than 6
18
26%
22
28%
22
24%
21
22%
23
26%
19
23%
18
18%
27
27%
35
28%
36
26%
25%
24%
6
9%
14
18%
14
15%
14
15%
15
17%
18
21%
20
20%
17
17%
18
14%
24
17%
16%
32%
Total
69
100%
79
100%
92
100%
94
100%
89
100%
84
100%
98
100%
100
100%
127
100%
138
100%
100%
100%
Students planning on applying to the Veterinary Technician Program must complete prerequisites prior to
application and are encouraged to have as many of their general education requirement courses completed as
possible. Students take these credits based on their personal preference. We have outlined a suggested course
sequence which will be added to the 2012-2013 TMCC catalog. Once admitted to the program, the students (with
few exceptions) attend classes on a full time basis. There are twelve credit requirements in the first semester of the
program, fourteen in the second, fourteen in the third, and eleven in the fourth.
14
Demographics and Enrollment | Truckee Meadows Community College
Veterinary Technology
2011-12
Student Recruitment Activities
The Veterinary Technician Program attends recruitment activities promoted by the college. For example the
program attended the fall welcome back fair, and we had a representative at the summer bridge recognition
day. The program coordinator has been reaching out to different departments such as academic advisement.
Student class representatives, advisory committee members, and part time faculty have offered support to the
two full time faculty members in recruitment efforts. The program will work towards having materials to
hand out at student recruitment activities. A future goal for student recruitment is use of social media –
including expansion of the current program website and development of a Facebook page for the program.
The AVMA and the National Association of Veterinary Technicians in America (NAVTA) have information
about the profession on their websites for potential students interested in the field.
Underserved Student Populations
The program relies on the efforts of the college for the recruitment of underserved student populations. Per
above, one of our student representatives attended the summer bridge recognition day and presented
information about the program and profession to the participants.
School of Sciences | Demographics and Enrollment
15
PROGRAM UNIT REVIEW
2011-12
Enrollment Patterns
Number of Sections
Number of Sections: Fall Semesters
15
14
13
12
11
10
9
8
10
9
9
Fall 06
Fall 07
10
10
7
6
5
Fall 08
Fall 09
Fall 10
Number of Sections: Spring Semesters
15
14
13
12
11
10
9
8
7
6
5
9
8
8
Spr 07
Spr 08
Academic Years
2006-07
2007-08
2008-09
2009-10
2010-11
VETT (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Fall
9
9
10
10
10
10
717
1629
Spr 09
% Change
-0%
11%
0%
0%
3%
1%
0%
8
8
Spr 10
Spr 11
Spring
8
8
9
8
8
8
709
1623
% Change
-0%
13%
-11%
0%
0%
0%
0%
The curriculum for the Veterinary Technician Program has not changed significantly and has been consistent. The
number of lab sections offered needs to be addressed however. There are classes in the curriculum that have only
one lab section offered and cannot accommodate large numbers of students as effectively as desired. There are also
classes in the curriculum that need to have lab sessions separated out from the lecture portion.
16
Demographics and Enrollment | Truckee Meadows Community College
Veterinary Technology
2011-12
Full Time Equivalent Enrollment
FTE: Fall Semesters
30
28
26
24
25
22
20
18
21
21
16
14
17
16
12
10
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
FTE: Spring Semesters
30
28
26
24
22
20
18
16
14
12
10
22
18
18
16
14
Spr 07
Academic Years
2006-07
2007-08
2008-09
2009-10
2010-11
VETT (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 08
Fall
16
17
21
21
25
20
2801
6809
Spr 09
Spr 10
FTE
% Change
-7%
19%
2%
18%
11%
4%
4%
Spring
14
16
18
18
22
18
2789
6692
Spr 11
% Change
-12%
12%
0%
22%
12%
4%
4%
As noted previously, the vast majority of students in the program attend classes on a full time basis. The number of
students in the program has been steadily increasing since 2006.
School of Sciences | Demographics and Enrollment
17
PROGRAM UNIT REVIEW
2011-12
Retention Rates
Fall 2010 Retention Rates
VETT
SOSC
TMCC
97%
75%
72%
Retention Rate
Term
Total Enrollments
Fall 06
94
Spr 07
74
Fall 07
99
Spr 08
78
Fall 08
120
Spr 09
84
Fall 09
123
Spr 10
85
Fall 10
145
Spring 11
105
VETT (5 year Avg)
101
SOSC Fall 10
14,440
TMCC Fall 10
36,505
*SOSC = School of Science
Number Retained
89
74
94
78
113
82
110
85
140
105
97
10,896
26,346
Retention Rate
95%
100%
95%
100%
94%
98%
89%
100%
97%
100%
96%
75%
72%
Due to the nature of the program and the goal of graduation to be eligible for licensure, the program has a
higher retention rate than the College and School of Sciences. Students who fail to achieve a 75% passing
score in a program class are not permitted to advance in the program. They are, however, offered the
opportunity to rejoin the program the following year. Of the students that have repeated classes, the majority
have been successful and gone on to complete the program.
18
Demographics and Enrollment | Truckee Meadows Community College
Veterinary Technology
2011-12
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
15.0
14.0
14.4
13.0
12.0
11.0
10.0
9.0
11.9
12.2
Fall 08
Fall 09
10.9
10.2
8.0
7.0
6.0
5.0
Fall 06
Fall 07
Fall 10
Student to Faculty Ratio: Spring Semesters
15.0
14.0
13.0
12.0
11.0
10.0
9.0
8.0
7.0
6.0
5.0
13.3
10.9
9.4
9.6
Spr 07
Spr 08
Academic Years
2006-07
2007-08
2008-09
2009-10
2010-11
VETT (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Fall
10.2
10.9
11.9
12.2
14.4
11.9
19.1
20.7
9.3
Spr 09
Spr 10
% Change
-7%
10%
2%
18%
9%
4%
4%
Spring
9.4
9.6
9.3
10.9
13.3
10.5
19.0
20.4
Spr 11
% Change
-3%
-3%
16%
22%
10%
4%
5%
Again, the program has a specific need for a reduction in student to faculty ratio based on laboratory classes
and work with live animals. The ratio has increased as the number of students in the program has increased.
Also, as noted previously, lab sections for certain classes (VETT 205, 240, 227, and 250) need to be added to
meet the mandated student to faculty ratio to ensure compliance with the AVMA and IACUC guidelines.
School of Sciences | Demographics and Enrollment
19
PROGRAM UNIT REVIEW
2011-12
Because of the student to faculty ratio for live animal labs, it is suggested to cap the student enrollment in the
program at sixteen students (rather than twenty-four). Until the current class was admitted, the program has
been able to meet student to faculty ratios by offering two lab sections for a class and having a maximum of
eight students per section. With the Class of 2013 at nineteen students, the program needs to offer an
additional lab section for VETT 128, VETT 205, VETT 235, VETT 227, and VETT 250. This is not an
efficient use of college funding for the spring of 2012 because the added VETT 128 lab section is for the three
additional students. There is the additional burden of staffing for this extra lab section. If the program was
capped at sixteen students, two lab sections would be sufficient.
Number of Declared Degree/Emphasis Seekers
As noted previously, all of the students in both classes of the program have declared and are in pursuit of the
Associate of Applied Science degree in Veterinary Technology.
Student Success Rates
Number of Students Earning a Degree
2006-2011
12
9
9
8
7
Year
2006-07
2007-08
2008-09
2009-10
2006-07
2010-11
2007-08
# of Graduates
7
9
9
8
2008-09
12
2009-10
Number of Declared Degree/Emphasis Seekers
Fall 2006 - Spring 2011
Acadplan
Number of Students
%
AAS Veterinary Tech.
917
95%
CT-Veterinary Tech.
53
5%
2010-11
# of Grads
43
2
According to the program records, sixty four students have completed the program in the years 2005 through
2011. A student may have completed the program but did not graduate from the college.
Enrollment Development Strategies
Demographic Findings and Strategies
Students find their way to veterinary technology through various avenues including internet research and
animal related television programs. As TMCC’s Veterinary Technician Program is the only program offered
in Northern Nevada, our biggest competition is from online programs (for example the Penn Foster program
is an AVMA accredited online only veterinary technician program). Perspective students can speak with an
academic advisor, program coordinator, faculty, and our administrative assistant to get more information to
20
Demographics and Enrollment | Truckee Meadows Community College
Veterinary Technology
2011-12
help them make the decision between an online and traditional education. The program’s reputation,
feedback from graduates, and knowledge of the program in the veterinary hospitals are all tools for student
recruitment. In addition, students rotate through veterinary facilities in the area where prospective students
come into contact with them and can ask questions about their education.
Student Status Findings and Strategies
Again, because of the nature of the program, students are admitted on a full time basis. There is the potential
for a student to take classes on a part time basis with permission of the program coordinator. There is a
challenge for the part time student in that classes must be taken in a specific sequence and various classes
have specific co- or pre-requisites.
Enrollment Patterns and Strategies
Fall 2006
Full-time
Parttime
2.0
0
Fall 2007
Full-time
Parttime
2.0
0
Program
Veterinary Technology
Faculty and Staff FTE
Fall 2008
Full-time
Parttime
2.0
0
Data
Sections
Student FTE
Retention Rate
Fall
2006
9
16
70%
Fall 2009
Full-time
Parttime
1.0
1.4
Fall
2007
9
17
75%
Fall
2008
10
21
79%
Fall 2010
Full-time
Parttime
2.0
0.4
Fall
2009
10
21
79%
Fall
2010
10
25
83%
As noted previously, the program relied more heavily on part time instructors in spring 2009 and spring 2010
after losing the full time veterinarian from the faculty in the summer of 2008. A full time veterinarian was
employed by the college in the spring of 2010; however, the teaching by part time instructors was relied on
heavily for that semester. With the program back to two full time instructors, there will continue to be a need
for part time faculty to adequately meet the needs of staffing for many lab sections and a few lecture classes.
Student Success Rates and Strategies
100% of the students who have completed the program and have taken the VTNE have passed. The program
relies on student success offerings from the college for advisement, counseling, use of the tutoring center, and
use of the writing center if needed.
School of Sciences | Demographics and Enrollment
21
2011-12
PROGRAM UNIT REVIEW
RESOURCES
Faculty and Staff
Required Faculty Credentials
According to the AVMA-CVTEA, each program must have a minimum equivalent of one full time licensed
veterinarian and a minimum equivalent of one full-time veterinary technician who is a graduate of an AVMAaccredited program.
All of the instructors in the program must be licensed in the State of Nevada. In order to maintain licensing,
continuing education credits must be obtained. Currently a LVT needs ten CE credits and a DVM needs
twenty CE credits per year to maintain their respective license. Most veterinary professionals have their
licenses paid for by their employer. It is requested that the college pay for the license of their full time
employees in the program. Currently the license renewal fee for a veterinarian is $250 and for a technician is
$75 per year in Nevada.
TMCC has provided funding of $300 per full time instructor for continuing education. Money for continuing
education needs to be sought from elsewhere as well. For example, registration for a veterinarian at the
annual AVMA conference is $500 to $600 depending on when one registers. The 2012 AVMA conference is
in San Diego so there is the expense of a round trip flight, three to four nights in a hotel, and meals in
addition. There are other conferences providing CE that are less expensive. For example, the Wild West
Veterinary Conference is held in Reno every October. The cost for a DVM registration is $375 to $475. The
cost for a LVT registration is $250 to $300.
Veterinary technician programs are encouraged to attend the Association of Veterinary Technician Educators
(AVTE) meeting which is held every other summer. In the past, faculty members from TMCC have attended
these conferences and found them beneficial. Funding is needed for attendance. The next AVTE conference
will be in Denver in the summer of 2013. We did not attend the 2011 conference in Cincinnati due to cost for
travel. Assistance is requested to apply for funding via the college and other sources.
Name
Degree(s), Certificates
FTE List conferring institutions
Professional Certification
List agency/organization
Years at
TMCC
Total
Years
Wendi Ford
1.0
Vet Tech, AAS, Omaha
College, 1992
12
19
Michele Noreen
1.0
DVM, North Carolina
State University, Class of
2000
BS in Communications,
Drexel University, Class
of 1988
National Association of
Veterinary Technicians
in America; Association
of Veterinary Technician
Educators
Member of the American
Veterinary Medical
Association; Association
of Shelter Veterinarians;
Association of
Veterinary Technician
Educators
3.5 prior
to
summer
2008; 1.5
since
summer
2010
11 yrs as
a DVM;
19 years
in the
field of
vet med
22
Resources | Truckee Meadows Community College
Veterinary Technology
2011-12
Full-Time to Part-Time Faculty Ratio
Percentage of Credit Hours Taught by Full-time Faculty
Fall Semesters
100%
90%
100%
100%
88%
80%
70%
60%
50%
50%
40%
42%
30%
20%
10%
0%
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
Percentage of Credit Hours Taught by Full-time Faculty
Spring Semesters
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
100%
100%
84%
Spr 07
Academic Years
2006-07
2007-08
2008-09
2009-10
2010-11
VETT (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 08
Fall
100%
100%
50%
42%
88%
76%
56%
48%
66%
68%
Spr 09
Spr 10
% Change
-0%
-50%
-8%
46%
-3%
1%
1%
Spring
100%
100%
66%
68%
84%
84%
56%
47%
Spr 11
% Change
-0%
-34%
2%
16%
-4%
0%
0%
Beginning in Fall 2008, the traditional model of the program of two full time faculty members was
interrupted. There was an increased reliance on part time instructors until 2010. With an increase in the
number of students in the program, part time instructors continue to be relied on for instruction (thus not a
complete return to 100% coverage by full time faculty as seen in years prior). As noted previously, there are
classes in the program with labs that need to be adjusted to ensure that the adequate number of lab sections
School of Sciences | Resources
23
2011-12
PROGRAM UNIT REVIEW
can be offered to accommodate the number of students in the program. It is for this reason that consideration
of a cap of sixteen students entering the program should be given consideration.
Required Classified Credentials
Jodee Weaver is our partial classified administrative assistant. The AVMA-CVTEA does not require support
staff to have specific credentials. Jodee has been with TMCC for 18 years and has been at the Redfield
campus for approximately 3 years.
Classified FTE
Jodee Weaver – 0.5 FTE
Facilities
The Veterinary Technician Program uses one lecture class room (Redfield 115) and one lab class room
(Redfield 117). The program relies heavily on outside facilities for instruction of students. Please see the
AVMA-CVTEA Self- Study report for further information (pages 11-15 and report Appendix C). In addition
to relying on outside facilities for instruction, the program relies on these facilities to maintain their
equipment (equipment used by the program). For example, the program relies on WCRAS to provide yearly
maintenance to their anesthetic machines (at a cost of approx. $200).
There are veterinary technician programs that have their own veterinary clinical facilities on their campuses.
If the TMCC program were to have a mock clinic, this would consist of an exam room, treatment area, and a
surgery suite. A physical location would be required. In addition to the space, the biggest cost would be for
equipment. A list of equipment and costs could be prepared.
Technology
The program should aim to keep up with technology changes in the field of veterinary medicine. Continuing
education for the program instructors is essential for keeping current with technology.
Funding Sources
The main funding sources currently are the state budget and student fees. There is the potential to find a
source of donations. When the program first started, the college did find donors to the program in the local
veterinary hospital owners. Money from this fund has been used for equipment purchases in the past. There
is also the potential of funding by providing continuing education to technicians who would be required to
pay a registration fee.
Resource Development Strategies
Staffing Issues and Strategies
There is a need for part time LVTs in the program; however, it is difficult to attract them and keep them.
Almost all of the LVTs the program has hired as part time assistants or instructors have full time employment
elsewhere. If they are available on the day of lab, they may be willing to work more hours than their normal
work schedule. We have found that this becomes overwhelming, and they do not stay with the program for
more than one or two semesters. It is very difficult to hire a part time instructor for a lecture class. The DVM
or LVT does not have one hour and fifteen minutes to spare two days a week on a consistent basis if they are
working. It is not financially acceptable for them to take the time to lecture and be paid per credit if they
24
Resources | Truckee Meadows Community College
Veterinary Technology
2011-12
could be employed for the entire day elsewhere. It would be beneficial to have a part time instructor in the
program who would be paid appropriately with benefits, with the goal of keeping them long term.
It is also important to support the full time and part time employees with needed continuing education
resources. There is also a need for assistance in maintaining lab supplies both in Redfield 117 and off site.
Currently Laura Briggs, PhD, of the School of Sciences assists in the ordering of supplies for vet tech and
facilitates a cleaning and inventory of the lab on a yearly basis. The job of organizing supplies and creating
order lists is the responsibility of the program coordinator and faculty. The preparation of lab classes can be
very time consuming.
Facilities and Desired Capital Improvements
The Veterinary Technician Program relies heavily on outside facilities to provide instruction to the program
students. For example, many labs for VETT 101, 128, 227, 235, and 266 take place at the Washoe County
Regional Animal Services. The program has a Veterinary Clinical Affiliation Agreement with the facility. It
has been speculated that Washoe County could turn the animal services facility over to the Nevada Humane
Society (they are housed in the same building). This recently came up in the news as Washoe County had
cuts to make. A cut from the budget that occurred in October of this year that had an impact on the program
was the elimination of the Licensed Veterinary Technician position at WCRAS. We have been told that as of
now, NHS does not want to take over the entire animal facility on Longley Lane. If they do take over the inhouse function of animal control in the future, this would impact us greatly. The Veterinary Technician
Program does not have a solid working relationship with the NHS, as we do with WCRAS. We would not
have a facility for the five classes mentioned above.
The program would like to form a partnership again with the SPCA of Northern Nevada. They have opened a
new shelter facility just down the road from the Dandini campus. Unfortunately the facility has had some
growing pains and is not in a position to have student participation at this time. They were without a
veterinarian until just recently and their technician is not currently licensed.
Because of reliance on outside facilities, if in the future there is consideration for a TMCC health sciences
building, the veterinary technician program would like to be considered for participation in the new building.
Funding Allocations and Development Strategies
Because of budget constraints, the program will need to pursue outside funding. We will need the assistance
of the college for development strategies.
School of Sciences |
25
Veterinary Technology
2011-12
APPENDIX A
Analysis of Funding Resources
Permanent Empolyee FTE
Expense Type
Letters of Appointment
Salaries & Wages
Fringe Benefits
Operating Expense
Total Expenses
Student FTE (annual)
Expense/Student FTE
Account Expense Analysis Trend
Veterinary Technology
Actual
Budget
2010
2011
2012
2.00
2.00
(1)
$
$
32,974
2,075
6,098
6,883
48,030
$
$
21,183
120,237
27,389
10,906
179,715
$
19.50
2,463
$
23.50
7,647
$
$
114,221
35,912
3,700
153,833
Projected
2014
-
2013
-
$
$
-
$
$
-
2015
-
$
$
-
-
Notes:
(1) Amounts shown are budget for the respective period.
Additional information about program funding can be found on pages 6-8 of the AVMA-CVTEA Self Study
Report.
State-Supported Operating Budgets
See above.
Lab Fees
Various classes in the Veterinary Technician Program have lab fees associated per the following:
VETT 101 - $15.00
VETT 110 - $45.00
VETT 112 (a request has been made for a lab fee of $30)
VETT 128 - $45.00
VETT 203 - $50.00
VETT 205 - $40.00
VETT 208 - $35.00
VETT 227 - $20.00
VETT 235 - $45.00
VETT 240 - $45.00
VETT 250 - $45.00
There are many laboratory supplies that are necessary for class – for example anatomy specimens, bandaging
materials, venipuncture supplies, diagnostic supplies, radiographic film, etc.
Special Fees
Not applicable.
School of Sciences | APPENDIX A
2011-12
PROGRAM UNIT REVIEW
Grants
The Veterinary Technician Program has been the recipient of TMCC Foundation Grants. The following is a
list of Foundation Grants that have funded equipment for the Veterinary Technician Program:
2006-2007 - Skeletons for teaching - $1,699.80 (these skeletons greatly expanded on the number of models
available for the students to use in VETT 110 & 112, Anatomy and Physiology I & II)
2006-2007 - Mobile dental system - $5,809.90 (this iM3 dental machine enables students in VETT 235 to
practice veterinary dentistry on a machine found in many hospitals)
2007-2008 – Tonopen - $2495 (this is an instrument used in veterinary hospitals to measure intraocular
pressure)
2007-2008 - $1,658.75 was awarded for a camera for the teaching microscope in Redfield 117 BUT the entire
purchase of the camera (rather than half) was donated from a fund from local veterinary hospitals overseen by
the Nevada Veterinary Medical Association
2010-2011 - Veterinary warming system controller - $1,429 (this warming system is used for the surgery
patients in VETT 235 – this enables the students to provide optimum care to the patients using a device
commonly found in veterinary practices)
2010-2011 - Koken rat model - $525 (this is a life like rat used to practice venipuncture and other
procedures)
Total received is $11,958.70
Non-Credit Training Income
In the future, with additional support from the college and program, the program will offer continuing
education to veterinary technicians in the community. The program is an approved provider of CE for
veterinary technicians according to the Nevada Veterinary Medical Board of Examiners. The program has
support from veterinary industry partners who will contribute funds for lunches and supplies to make a CE
program cost effective. The program could offer affordable CE to area LVTs and make a small profit for the
college. The goal is to offer a CE program on a yearly basis.
Donations
The program has had donations of equipment for laboratory use. For example, local veterinary hospitals have
donated older model CBC, chemistry, electrolyte, and urinalysis machines. Not all of the machines are
functional – for example, we have been told by the manufacturer of the donated CBC machine that it would
cost hundreds of dollars to make the machine operable. Reagents and testing supplies for the machines can be
costly as well. We do have a relationship with the company supplying the majority of the machines, and their
representative comes to talk about the machines and their capabilities with the students.
Other
28
Appendix A | Truckee Meadows Community College
Veterinary Technology
2011-12
APPENDIX B
Degree and Certificate Worksheets
School of Sciences | APPENDIX B
Veterinary Technology
2011-12
APPENDIX C
Program, Discipline, and Course Assessment Reports
School of Sciences | APPENDIX C
Veterinary Technology
2011-12
APPENDIX D
Truckee Meadows Community College Veterinary Technician Program Self Study Report for the
AVMA-CVTEA, December 2010.
The forty-one page report divided into eleven sections along with six appendices (labeled A through F) is
included with this Program Unit Review. The report is one attachment and the appendices are a second
attachment.
School of Sciences | Appendix D
SELF-STUDY REPORT
Accreditation Information and Self-Evaluation
Report of: Veterinary Technician Program
Truckee Meadows Community College
Building B, Room 101
18600 Wedge Parkway
Reno, NV 89511
Report by: Michele Noreen, DVM, Program Coordinator
Signature of Author:
___________________________________________________________________________
Date: October 01, 2010
Telephone Number: 775-850-4007
Email: mnoreen@tmcc.edu
Principal Administrative Officers:
A.
President of College = Maria Sheehan, PhD
Signature:
_________________________________________________________________________
B.
Vice President of Academic Affairs and Student Services = Jesus “Jess” Carreon, PhD
C.
Vice President of Finance and Administrative Services = Delores A. Sanford
D.
Associate Dean overseeing the Veterinary Technician Program = Jim New
Truckee Meadows Community College Veterinary Technician Program Report
1
Introduction
A. Brief history of the program:
The Veterinary Technician Program at Truckee Meadows Community College was initiated after an
assessment of the veterinary community in 2002 where a demand for licensed veterinary technicians was
evident. The initial curriculum for the program was written and three outcomes were offered to students –
a Certificate of Completion, a Certificate of Achievement, or an Associate of Applied Science (AAS)
degree. The Certificate of Completion was created for students who were employed in veterinary
practices and had at least five thousand hours of experience. The latter two options required completion
of general education requirements from the college. There were no prerequisites for the program at the
time.
The Veterinary Technician Program was granted provisional accreditation in September of 2005.
During the American Veterinary Medical Association – Committee on Veterinary Technician Education
and Activities (AVMA-CVTEA) initial visit in September 2005, the program had five critical
recommendations and two major recommendations. The program addressed the critical and major
recommendations as described in the report and was granted full accreditation November 12, 2006.
The first class of students (a total of twelve) completed the Veterinary Technician Program in the
spring of 2005. Students in the first two classes (Class of 2005 and Class of 2006) attended instruction in
the evenings. In the fall of 2005, the students of the incoming class (Class of 2007) started to attend day
instruction and could pursue the Certificate of Achievement or the AAS degree. It was with this class that
applicants to the program were required to complete prerequisites. Currently the program requires BIOL
190 with lab (cellular biology) and another upper level biology class (such as BIOL 201 – zoology) as
prerequisites. These classes have prerequisites themselves – all of which apply to the required courses for
the AAS degree. The Associate of Applied Science degree requires twenty four general education credits.
The Certificate of Completion was implemented to be offered for two years only and has thus been
eliminated. Also in the fall of 2005, classes for the program were moved from the main campus of
TMCC to a newly built campus location, the Redfield campus. The Redfield campus has been home to
the Veterinary Technician Program ever since.
As the American Association of Veterinary State Boards (AAVSB) requires students applying to take
the Veterinary Technician National Examination (VTNE) to show a degree, currently only the Associate
of Applied Science degree is offered. The Veterinary Technician Program has graduated six classes since
it began. All of the graduates have passed their Veterinary Technician National Examination and the
State of Nevada exam. Enrollment numbers with each class admitted have varied – the maximum
capacity for a class is twenty four students – at the start of the fall semester 2010 there were eighteen new
students to the program. The program has not yet had a full twenty four students in a first year class.
Wendi Ford, LVT was one of two technicians to write the curriculum for the program upon its
inception. Professor Ford began teaching classes with the first group of students and served as the
Program Coordinator for over five years. Michele Noreen, DVM taught in the program as a part time
instructor in the spring of 2005 and then became a full time instructor for the fall of 2005 through the
spring of 2008. After a two year absence, Dr. Noreen has returned to the program as an instructor and
program coordinator.
Truckee Meadows Community College Veterinary Technician Program Report
2
B. The strengths and challenges of the program are:
An important strength of the program is the support from the veterinary community. The
veterinarians and technicians in the community are very receptive to working with the program students
during various classes, directed clinical practice, and externships. The veterinary community was very
supportive when the program first began, and hospitals in the Reno area contributed to a fund which
totaled a few thousand dollars to help with costs of equipment for the program. This fund was held by the
Nevada Veterinary Medical Association (NVMA). Money from this fund paid for the dental radiology
unit, a wet table used in an off-site lab facility, and the digital camera for the instructor microscope (in
Redfield 117).
An additional strength of the program is the strength of Truckee Meadows Community College.
There is a support system from other well established health and technology programs at the college, with
instructors and coordinators who are willing to share information and provide assistance as necessary.
The college was very generous in providing grants and funding to cover expenses and purchase
equipment when the program moved to the Redfield campus. TMCC offers Foundation Grants and the
program has been awarded a few of these generous awards. The iM3 dental unit and Tonopen were two
large equipment purchases with Foundation Grants.
The TMCC Veterinary Technician Program has two key offsite facilities that are very supportive of
the program. Washoe County Regional Animal Services (WCRAS) moved into a new facility in 2005
and made provisions at the time of facility design to accommodate students from the program. There are
two intake rooms, one of which contains blood machines that were purchased specifically for the students
to use in the evaluation of patients. The Animal Emergency Center (AEC) is an emergency and critical
care facility that has been very supportive of the program. Labs are conducted at this facility to take
advantage of their advanced monitoring equipment, radiographic equipment, and example of progressive
veterinary medicine. Students also spend eighteen hours at the facility for VETT 266 - Directed Clinical
Practice and have done their externships at the facility. One of the strengths of AEC is that the
veterinarians and technicians welcome the students and truly want them to have a valuable learning
experience – this is in part due to the number of program graduates working at the facility (at the time of
this writing there are five graduates and one student in employment). One of the veterinarians at AEC has
been an instructor in the Veterinary Technician Program and the managing veterinarian is a past president
of the Vet Tech Advisory Committee.
The program faces challenges due to the current economy. There is only one full time administrative
support person at the Redfield campus so this person is shared amongst the entire faculty. Due to faculty
freezes, other than the two full time instructor positions (Wendi Ford and Michele Noreen), the college
encourages part-time instructors for any additional work load. It has been somewhat difficult finding
technicians available to work a few hours a week for the semester. Ideally, if funding were available, we
would like to have a full time LVT for teaching, especially in labs.
C. Do any critical, major, or minor recommendations from your last accreditation evaluation remain
unmet? If so, please describe.
Effective October 25, 2009, the Truckee Meadows Community College Veterinary Technician
Program has been on Probationary Accreditation. This has been of critical importance. This is the reason
that Michele Noreen, DVM has returned to the program. With her return as Program Coordinator, the
Veterinary Technician Program does have faculty sufficient to deliver the educational program and meet
the instructional goals of the program. Dr. Noreen has taught classes in the program successfully, and the
transition to also having the coordinating duties of the program has been smooth. The college offers
program coordinators a three credit release from teaching duties (teach twelve credits as opposed to
Truckee Meadows Community College Veterinary Technician Program Report
3
fifteen) which has helped with time management for other duties. Dr. Noreen and Professor Ford were
given five paid administrative days in June to collaborate on projects for the fall semester. Both have also
met numerous times with Jim New, Associate Dean, who is now overseeing the program. Dr. Noreen and
Prof. Ford have been very pleased and encouraged by the support provided with this change in oversight
for the program.
The last accreditation evaluation cited the lack of a functioning Institutional Animal Care and Use
Committee (IACUC). The IACUC has reorganized and has had two meetings to restore regulation and
guidance for the care and use of animals used by the program. There have been two changes to the
IACUC membership – Dr. Roger VanAndel is no longer the Director of Laboratory Animal Medicine at
the University of Nevada, Reno. His successor is Dr. John Hasenau, who took this position after working
for many years with Charles River Laboratories. An additional member of the committee has been added
with Laura Briggs, PhD. Dr. Briggs is the Laboratory Coordinator for the Biology Program at TMCC.
Please see a complete member listing and meeting minutes in Appendix A.
Truckee Meadows Community College Veterinary Technician Program Report
4
I. Institutional Accreditation
A. Which agency recognized by the United States Department of Education accredits the parent
institution?
The Northwest Commission on Colleges and Universities
Truckee Meadows Community College Veterinary Technician Program Report
5
II. Finances
A. Please fill out the following financial page. Be sure to include Total Institutional Operating budget.
Two Years Past
Prior Year
Current Year
(Budgeted)
FY 2009
Actual – FY
FY 2011
2010
TOTAL INSTITUTIONAL
OPERATING BUDGET:
PROGRAM REVENUE:
State appropriated funds
Federal funds
Student tuition and fees
Grants
Other (radiation badges from
Environmental, Health & Safety funds)
Total Revenue of Program
34,868
0
29,569
113,721
582
113,855
49,013
30,516
1,794
678
194,026
0
35,099
0
593
178,739
195,856
229,719
0
9,124
89,724
12,044
0
0
19,907
41,299
43,840
6,570
46,218
21,909
0
6,570
18,879
40,174
73,762
4,380
46,218
23,620
0
4,380
19,700
47,666
3,478
880
7,473
3,072
1,999
6,700
1,193
176,455
194,705
229,618
FOR PROPRIETARY SCHOOLS:
n/a
n/a
n/a
TOTAL Institutional Operating
Budget (Total Revenue)
65,542,000
70,991,000
71,448,000
TOTAL Institutional Operating
Budget (Total Expenditures)
64,466,000
66,863,000
66,400,000
PROGRAM EXPENDITURES:
Personnel (include numbers/category)
Veterinarians (1 FT + 0.3 FTE PT )
Credentialed Veterinary Technicians
(1.0 FT + 1.0 FTE PT)
Other Technical Personnel ( )
Other Instructional Personnel (0.25)
Non-academic Personnel (0.5)
Benefits on salaries (32% FY09, 28%
FY10/11)
Equipment
Supplies
Other (travel; depreciation, utilities,
scholarships for institution)
Total Expenditures of Program
Truckee Meadows Community College Veterinary Technician Program Report
6
B. What would be the theoretical total cost for student who is a resident of the state (if applicable) to
complete the program, based on current tuition, fees, and equipment, books, and related costs.
The current in state fee rate for students of Truckee Meadows Community College is $74.75 per
credit. The Veterinary Technician Program is completed by full time students attending four semesters
(fall, spring x 2 years). There are a total of 51 credits to be completed for the program at a cost of
$3,812.25. If a student has no prior college experience and must take the 24 credits to complete the AAS
degree, this adds an additional $1,794.00 in tuition cost. The fees for the lab classes over the four
semesters of the program curriculum currently total $440.00. Books and supplies are estimated to cost
$2,000.00. Second year students are required to have a Technician in Training License which costs
$50.00. A graduate of TMCC having completed the program can expect to incur approximately
$8,100.00 in total costs for their education. After graduation, it costs $300.00 to sit for the Veterinary
Technician National Exam and $100.00 for the State of Nevada exam.
C. Are program-specific scholarships or grants available?
Currently there are no program-specific scholarships or grants available. As community college
students, however, students of the Veterinary Technician Program are eligible for a wide variety of
federal, state, and college financial aid programs and scholarships. For example, Pell grants are available
for all students who meet income guidelines. Recent high school graduates with qualifying grade point
averages may also receive the Nevada Millennium scholarships for the duration of the program.
Individual criteria-based scholarships are also available through the TMCC Foundation, and all students
may apply for traditional student loans.
Specifically, there are four types of financial aid available to all students at TMCC. The guidelines
for each type of aid have been developed by the federal government, the state, the college and private
sources. The types of available aid are as follows:
1. Grants are a form of aid that does not have to be repaid, and eligibility is determined based upon
student financial need. Grants are provided by both federal and state agencies and are available from the
following categories: competitiveness grant; Bureau of Indian Affairs (BIA) grant; federal Pell grant;
federal supplemental educational opportunity grants; grant in aid; leveraging educational assistant
program; and various state need-based grants.
2. Scholarships are awarded on the basis of merit, academic performance, and financial need and are
available from a variety of sources. The specific scholarships that are available include: TMCC
scholarships; agency scholarships; and tribal scholarships.
3. Student employment/work study is available so that students can earn money for school. The
following programs are available: federal and state work study programs; student employment; and other
job opportunities.
4. Loans are borrowed monies that must be repaid with interest. The following specific loan
programs are available: federal Perkins loan; federal Stafford loans; federal PLUS loan; and emergency
loan.
D. Is the present budget adequate for program needs?
Besides salaries and benefits, the college provides an annual budget for daily operating expenses.
The program also generates funds for materials consumed by students and equipment replacement
through lab fees charged to students for specific courses. The budgets are currently adequate. The
Truckee Meadows Community College Veterinary Technician Program Report
7
national recession, however, has had a disproportionate impact on Nevada and the state’s budget. As a
result, college budgets have been frozen at the same level for several years. This condition is expected to
continue for the foreseeable future. Although a budget increase is not necessary at this time, it may
become necessary to explore alternative funding resources should the budget freeze continue for an
extended period.
E. Are changes in the present budget needed? If so, what?
Since the current budget is adequate, no immediate changes in the budget are necessary. As indicated
earlier, however, the addition of a full-time LVT for lab instruction would enhance the program. This
position would require additional funding for salary, benefits, and office expenses. The Veterinary
Technician Program also qualifies as Career and Technical Education (CTE), making it eligible to request
funding from the federal Carl Perkins grant as needed to address needs such as equipment purchases.
F. What provisions are made for emergency needs outside the established budget?
Emergency funding may also be requested from various college administrative units, such as the
Associate Dean’s office or the Vice President of Academic Affairs and Student Services. Depending on
budget circumstances, the college also makes one-time supplemental funding available to programs on
request once or twice per academic year (usually at the conclusion of a semester). Proposals are solicited
from all college departments and then evaluated for merit. The college also has opportunities such as
foundation grants.
Truckee Meadows Community College Veterinary Technician Program Report
8
III. Organization and Communications
A. What is the primary focus (mission) of the program (companion animals, equine, food-producing
animals, laboratory animal medicine)?
The mission statement for the Veterinary Technician Program is to provide the highest quality and
most advanced level of education in the field of veterinary technology. Because our primary facilities for
hands on experiences focus on pets and the majority of practices in the area are for companion animals,
the primary focus of the program is companion animal. Nevada is traditionally an agricultural state
focusing on the livestock industry. There are off-site facilities for educational experiences in foodproducing animals as well as equine medicine. The Veterinary Technician Program works closely with
the University of Nevada, Reno (UNR) for laboratory animal medicine opportunities. UNR is currently
completing the Center for Molecular Medicine (CMM) building which is a state of the art animal holding
facility with a barrier side for biosecurity and a non-barrier side and many state of the art features.
B. Communications:
1. Indicate organizational placement of the program within the institution and describe the line of
communication between the program and the institution’s administration.
Truckee Meadows Community College is a state-funded community college and member of the
Nevada System of Higher Education. The Veterinary Technician Program operates in the School of
Sciences, which itself is an organizational unit within the Academic Affairs administrative unit of the
College.
The Program Coordinator communicates with the Associate Dean who communicates with the Vice
President of Academic Affairs regarding matters of importance for the program (see #3 on the next page).
2. Provide membership of the advisory committee and copies of the minutes of the last two advisory
committee meetings.
The advisory committee is comprised of licensed veterinary technicians and veterinarians from the
community. We have representation from the majority of animal interests provided in the program –
there is a technician representing companion animal medicine, a shelter medicine technician, a technician
with a Veterinary Technician Specialty (VTS) in dentistry, a large animal veterinarian who also works at
the University of Nevada-Reno, a companion animal veterinarian, an industry representative, and a
companion animal technician who represents practice management. In addition, two of the committee
members work at off-site facilities where students are in attendance either with an instructor or on
Directed Clinical Practice/Advanced Clinical Practice. There are two students on the committee as well
as a graduate (the LVT representing companion animal medicine). An additional student representative
will be chosen from the new first year class. Normally there are two student representatives in total. The
additional student representative is unique to the program – Laurie Spencer is our only part-time student she was admitted to the program knowing she would only take one to two classes a semester. Laurie is
unique in that she has seen the changes in the program over the years (she was admitted in the fall of
2005), and we feel that this makes her a valuable asset to the advisory committee. Laurie also has many
years of experience in the field of wildlife rehabilitation. We are looking for another veterinarian for
membership on the advisory committee and also have a technician who works with primates who is
interested in joining the committee. Please see the membership list and copies of minutes in Appendix B.
Truckee Meadows Community College Veterinary Technician Program Report
9
3. Are improvements in communications needed? If so, what improvements are planned?
Because of a recent realignment, the Veterinary Technician Program now reports to Associate Dean
Jim New who, in turn, reports issues related to the program directly to Dr. Jesus Carreon, Vice President
of Academic Affairs and Student Services. This realignment has resulted in improved communication to
the senior administrative level of the college.
Truckee Meadows Community College Veterinary Technician Program Report
10
IV. Physical Facilities and Equipment
A. Provide photographic or video picture of your facilities. Give a narrative description of facilities used
by the program.
Please see Appendix C for photographs and narrative for the various facilities used by the students of
the Veterinary Technician Program.
B. Classrooms, laboratories, animal holding areas, and clinical facilities:
1. Discuss the adequacy of rooms and areas, including adequacy of lighting and ventilation.
The laboratory in room 117 at the Redfield campus is primarily used by the Veterinary Technician
Program. There are ample cabinets and shelves where the equipment for the program is stored.
Specifically there are three large wooden shelving units along the far wall – one unit is open to expose the
shelving and the other two have doors with a lock. The monitoring equipment, manikins, and various
anatomy models are stored in this location. There is an additional wooden cabinet structure in the back
corner of the lab, also lockable, where the microscopes are stored. There are twenty four microscopes
(one for each student to use) in addition to one instructor microscope that has a digital camera attached.
There are also six dissecting scopes in this location for the students’ use. There are upper and lower
cabinets along the back wall of the lab – all lockable. The clinical pathology supplies as well as the
anesthesia/surgical nursing supplies are held in these cabinets. There is an additional row of upper and
lower cabinets along the near wall of the lab. These cabinets contain animal nursing, radiology, large
animal, and miscellaneous supplies. Other equipment for the program such as a chemistry analyzer and
autoclave sit on the counter space along the walls. There are two sinks along the counter space on the
back and near walls. The students sit at tables of four in this room – there are six tables altogether. There
is a work sink in the center of each of the tables. There is also a sink at the front of the room in the
instructor work space.
The lab measures twenty-seven feet wide by thirty-two feet deep and has two front doorways as well
as a doorway in the rear to the laboratory prep area. The prep area is a narrow room that contains the
refrigerator for the anatomy specimens as well as a separate refrigerator/freezer for samples, test kits,
blood machine slides, etc. There is a door to the outside at the back of the prep room. This which would
be beneficial in the event of an emergency – students could exit out the back of the lab to the outdoors. If
exiting the front doors of the lab in the event of an emergency, the front door of the building is
approximately fifteen feet away or a side door is down a relatively short hallway. Also in case of
emergency, there is a phone in the front of the lab and also in the back of the preparatory room.
The room is adequate in its lighting and ventilation. There are two ventilated hoods in the lab room.
There are windows for natural light, but they are glass block windows and do not open. The overhead
lights are operated on two different banks allowing for partial decreased lighting when showing
computer/video presentations. All of the classrooms at TMCC are “smart classrooms.” Each has a
computer station, an overhead projector on the ceiling, and an “Elmo” unit which allows for the
projection of a piece of paper or book placed on the unit. When projecting pictures from books, for
example, there is a zoom feature. There is also a VCR in addition to the DVD player in the computer.
All of the classroom/lab computers operate on Windows System 7. At the front of the classroom, in
addition to a screen for projection, there is a white board. The computer has a hook up in case there is a
need to attach a laptop to the computer. There is also a laser printer in the lab (but not in the classroom).
In the lab in between each of the student chairs there is a lockable storage area and a cubby for supplies.
The lockable storage area contains a laptop computer for student use. This means that there is one laptop
computer for every two students in the lab (a total of twelve “IBM Thinkpads”).
Truckee Meadows Community College Veterinary Technician Program Report
11
The main classroom used by the Veterinary Technician Program is room 115 at the Redfield campus.
This classroom is large in size (approximately thirty-eight feet wide by twenty-four feet deep) and easily
accommodates tables and chairs for the students. In addition this room houses the dental x-ray machine
(which is protected from inappropriate use by a special lock) and x-ray viewer. The tables can be
configured to allow for practice dental radiographic sessions or other needs. The room has been approved
for use of the dental x-ray machine and the appropriate permit/license is in place. The lighting in this
room is the same as the lab – lights can be full on, partially on for better viewing of the overhead
projector (certain lighting units turn off), or off altogether. There is an interior classroom – there are no
windows to the outside, but there is a row of windows into the center area of the facility. The center of
the Redfield building is a large, open space with numerous computers for student use. The only computer
in room 115 is the computer system for the instructor’s use. The configuration for the “smart classroom”
is as described above. The two walls of the classroom that do not have windows or the white board are
covered with student posters/projects. This makes for a lively environment and showcases student
creativity. The classroom does not have storage space as the lab does though the space is large enough to
have some items out without being crowded. For example, there is ample room in the front corner of the
room for the saw horse (horse model) and the horse limbs to be set out during the large animal medicine
class.
2. What changes are needed, if any?
In an ideal situation, the laboratory at the Redfield campus would be dedicated exclusively to the
Veterinary Technician Program. The campus, however, is a small satellite facility consisting of one
building for TMCC and one for the University of Nevada, Reno. Because of the limited resources, the
laboratory is also utilized by other programs, requiring Vet Tech to share space that could be utilized for
storage and equipment. Biology classes using the laboratory, however, benefit students from a variety of
programs including Vet Tech. It will be necessary to continue to share the space in order to serve these
students effectively. We will encourage the college to consider dedicating a lab space to the program if
there is an opportunity to expand the Redfield campus in the near future.
3. Is the program registered with the U.S. Department of Agriculture (USDA)? If so, include a copy
of the latest USDA inspection report and responses to deficiencies noted.
No, it is not.
C. Equipment for classrooms, laboratories, and clinics:
1. What required equipment is not available, if any? (refer to Appendix H Instructional Resources
and Equipment List as a guide; do not submit table)
All of the equipment on the required equipment list is available for use either at the Redfield campus
or at off-site facilities.
2. What non-essential equipment is desired?
The program has the required equipment of a warming pad, and the surgery table at our primary offsite facility is heated. Because of the emphasis on preventing hypothermia during surgical procedures and
to keep current with equipment being used in clinics in the area, we would like to have a warming system
such as a Bair Hugger or a Hot Dog. The program has submitted a Foundation Grant application for a
warming device and will find out if there is grant money available for this purchase by the end of the
year.
Truckee Meadows Community College Veterinary Technician Program Report
12
While we have access to live (and/or deceased) rodents, we would like to have models for the
students to practice on and are hoping to get a Foundation grant to purchase a Koken rat (also applied for
and pending). Additional models such as a fake cattle head would be desired also.
D. Office and program storage space:
1. Is office space adequate for needs, including privacy of student counseling?
The office space is adequate for the needs of the program. Both the Program Coordinator and
Instructor have individual offices – both have doors for privacy and two chairs aside from a desk chair for
student counseling. There is ample room and each space has a desk, cabinets for file storage, and
bookshelves. The Program Coordinator’s office measures ten feet by twelve feet.
2. Discuss or describe storage space provided for program.
There is a storage cabinet just outside of the two main offices for the program – this cabinet contains
office supplies. There is also a desk in the reception area outside the offices that contains program
binders with miscellaneous information. There is a storage room on the Redfield campus that contains a
large locked filing cabinet for past student records. There is also space in this storage room for
miscellaneous storage such as posters, caps & gowns, equipment not in use, etc.
3.
What changes are needed, if any?
Ideally we would like to have an office for part-time instructors or an adjacent office for a future full
time instructor in the program.
E. Off-campus clinical sites for primary instruction of student skills (other than externships/practicums),
if used:
1. List and describe sites used.
The Washoe County Regional Animal Services facility – the WCRAS center houses both WCRAS
and the Nevada Humane Society (NHS). Both organizations moved into the shelter in February of 2006,
making the building just over four years old. Overall, the building is approximately 93,000 square feet
with about 63,000 square feet under roof. Based on the current service agreement, NHS occupies
approximately fifty-eight percent of the building under roof, which equals about 36,540 square feet, while
the WCRAS side encompasses about 26,460 square feet. The approximately 30,000 square feet that is
not under roof is comprised of open courtyards with outside dog runs, dog get-acquainted areas, dog
exercise areas and staff areas. WCRAS has the capacity to house approximately one hundred and ten
dogs, one hundred and sixty cats, six horses or livestock, and many exotics.
Students from both the first year and second year classes have hands-on labs with a program
instructor at this facility. First year students learn topics such as sanitation, animal handling, and animal
nursing at the facility. Second year students learn subjects such as anesthesia, surgical nursing, and
dentistry at the facility. Second year students in Directed Clinical Practice visit WCRAS and spend time
with the facility’s LVT processing animals through the intake room. Being a county shelter, this is a high
volume facility. Students see various animals via intake. For example, in one particular week in
September of this year, there were one hundred twenty-six dogs, one hundred ten cats, and twenty “other
species” (exotics, pocket pets, or large animal) admitted to the facility.
Truckee Meadows Community College Veterinary Technician Program Report
13
The Animal Emergency Center (AEC) of Reno was established in 1992 to provide veterinary
emergency and after hours care for the Truckee Meadows area (they will also have patients come from
more remote areas of Northern Nevada as well). The hospital opened with two full time veterinarians and
a handful of staff. Today, the facility has seven full time veterinarians and over twenty support staff. The
goal of the AEC is to provide the best veterinary care possible to the patients of the community. The
doctors are all members of the Veterinary Emergency and Critical Care Society, and the staff is specially
trained in Emergency Medicine. The equipment at this facility includes laboratory equipment for blood
testing, digital x-ray machine, ultrasound, and a full range of anesthesia monitoring equipment. The AEC
is open to the public in the evenings and on the weekends. Second year students in Directed Clinical
Practice obtain valuable experience in emergency and critical care at this facility. When the Animal
Emergency Center is closed to the public, the facility is available for use by the Veterinary Technician
Program. With their digital radiology, this is the primary hands-on site for VETT 205 - Diagnostic
Imaging. Many of the labs for VETT 250 - Small Animal Critical Care are held at this facility. The
facility has also been used for VETT 235 - Anesthesia, Surgical Nursing, and Dentistry and for VETT
227 - Advanced Animal Nursing.
The Stallion Station (SS) is a facility with privately owned horses that has a large outdoor arena as
well as an equine stock. Students practice their equine physical examination and handling skills on horses
that have been pre-selected based on amiable temperaments. Students from both VETT 101 –
Introduction to Animal Health Technology and VETT 240 – Large Animal Medicine visit this facility.
The facility is professionally managed and close to the Redfield campus.
For in depth equine veterinary medicine exposure, the students visit Comstock Large Animal
Hospital. This is a fully functional large animal hospital with five veterinarians on staff including a
boarded equine surgeon. There are multiple LVTs employed at this hospital, including a TMCC graduate.
Students visit this facility without an instructor for Directed Clinical Practice and attend with an instructor
for selected sections of VETT 101 - Introduction to Animal Health Technology, VETT 240 - Large
Animal Medicine, VETT 235 - Anesthesia, and VETT 205 - Diagnostic Imaging.
2. Are memoranda of understanding in place with off-campus providers of instructional support that
clearly indicate the responsibilities of the sites, the program, and program students?
Yes, MOUs are in place. TMCC has a Veterinary Clinical Affiliation Agreement in place with both
the WCRAS and AEC.
3. How are these sites used in the delivery of instruction?
Primarily these sites are used for hands on lab experiences under the guidance of a program
instructor. Lab experiences at WCRAS are designed to mimic companion animal practice with both
DVM and LVT instructors in attendance with the students. Students perform all of the duties appropriate
for first year students at the facility (sanitation, physical exams, basic husbandry procedures, etc) and the
second year students perform all of the duties appropriate for a technician in training.
4. How many students are at each site at a given time?
Potentially we could have both classes at the WCRAS-NHS facility at the same time. Lab days for
the program for off-site experiences are Tuesdays and Thursdays. Generally first year labs are on
Thursdays and second year labs are on Tuesdays so that both full time instructors and part-timers can be
involved in the lab. When the students are involved with hands on training in VETT 128 - Animal
Nursing, VETT 235 - Anesthesia, Surgical Nursing, and Dentistry, and VETT 227 - Advanced Animal
Nursing, there are split labs so there are no more than twelve students in lab at a given time. For VETT
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14
235, students arrive in a staggered schedule incorporating the time of the split labs so that ideally there are
no more than eight students starting a procedure with animals at a time. There are two intake areas for
patient assessment and pre-operative screening. The patient prep area has three tables and the surgical
suite has two tables, so there is adequate space for the students, animals, and instructors if a lab section
has a maximum of twelve students enrolled.
5. Who is responsible for validating the acquisition of requisite competencies at these sites, and how is
that validation verified?
The instructors in the program are responsible for validating the completion of competencies. Each
student has a file with sheets listing all of the competencies expected of them according to the AVMACVTEA. As each student performs these competencies, as verified by a program instructor, the student is
checked off on their sheets. There is also a white board in the program coordinator’s office to keep track
of competencies for certain classes where all students will not complete the same tasks every lab session
(for example the anesthesia, surgical nursing, and dentistry class).
6. How are student learning activities at these sites monitored by program personnel?
Students are given a copy of the competencies packet in VETT 101 the first semester of the first year.
The need to learn these skills is explained – students can keep track of their progress in addition to
instructor records. At off-site facilities when the student is present without an instructor, the facility
supervisor is aware of the competencies and can evaluate student performance of these duties. However,
officially being checked off for a competency is the responsibility of the faculty. Students are expected to
have competencies completed before attending facilities without an instructor – for example, when on
their externships at the end of the second year second semester.
F. Briefly describe any emergency preparedness or disaster plans in place.
Truckee Meadows Community College is committed to the safety of the students, faculty and staff.
On the TMCC website, there is a page for easy reference that includes various phone numbers, services,
and reports all related to safety. Please see Appendix A of this report for a one page summary of
emergency procedures. There is also a link from the website to a document on Active Shooter Training –
How to Respond. The TMCC Police Department conducts active shooter training on how to respond to a
shooter on campus. This training is mandatory for all instructors and is offered during the professional
development classes at the beginning of each semester.
The Redfield campus has a Building Emergency Plan which was adopted in February of 2006 and
revised in May of 2008. A copy is kept in the office of the building coordinator. A copy will also be kept
in the Program Coordinator’s office so that is available for perusal during the site visit. The plan consists
of information on evacuation of the building, locations of emergency supplies, procedure for notifying
emergency responders, fire hazards, and potential exposure to hazardous materials. In addition to fire,
earthquakes are an important consideration in Nevada. There is a list of what to do in case of an
earthquake. The document also addresses civil disturbances, violent behavior, bomb threats, etc. Various
utility failures are addressed. Personal injuries and first aid is addressed as is considerations for persons
with disabilities.
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V. Resources for Clinical Instruction
A. List species of animals and numbers of each available for teaching purposes.
*Species preceded by an asterisk are required. All others are recommended.
OWNED BY THE
PROGRAM
COMPANION ANIMALS
*Cats
*Dogs
*Horses/ponies
FOOD ANIMALS
*Cattle
Goats
Poultry
Sheep
Swine
LABORATORY & EXOTIC
ANIMALS
Gerbils
Guinea pigs
Hamsters
*Mice
Non-human primates
*Rabbits
*Rats
*Birds
Fish
Reptiles
Other – please specify
AVAILABLE
At WCRAS, 150
possible
At WCRAS, 92 possible
At SS, approx. 12
Via dairy visit, approx.
300
Available if needed
At SS, approx. 30
Available if needed
None
Routinely at WCRAS
Routinely at WCRAS
Routinely at WCRAS
At UNR, approx. 100
At UNR and WCRAS
At UNR, approx. 20
Occasionally at WCRAS
None
Occasionally at WCRAS
B. How does the program ensure that adequate numbers of animals are available to provide sufficient
hands-on experiences for each student?
WCRAS receives approximately twenty to fifty animals per day. There are adequate numbers of
dogs and cats on which students perform physical exams. Because this is a county animal shelter,
animals come in with various physical conditions requiring veterinary care. On the sixth day of an
animal’s stay at the shelter, if they are not reclaimed by their owner, they may be taken over to the NHS
side of the facility for adoption, may go to a rescue group, or are euthanized. On a given surgery day for
second year students, there are potentially six to eight animals in need of a surgical procedure. If for
some reason there are too few animals, animals requiring surgery can be obtained from the NHS side of
the facility. The Nevada Humane Society veterinarians perform multiple surgical procedures on any
given day.
There are sufficient numbers of laboratory animals available via UNR for student hands-on
experiences. The Director of Laboratory Animal Medicine coordinates with experimenters to save
animals prior to being culled. The students in VETT 208 – Laboratory Animal Medicine – are able to
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perform procedures on these animals while under general (inhalant) anesthesia. The animals are then
appropriately euthanized while still under anesthesia. The procedures with the students are performed in
the older facility (the Nellor Building), not the new facility.
The Stallion Station is a large horse boarding facility. Of the horses at the facility, twelve are
available for use by the students (according to ownership and temperament). There are also
approximately thirty chickens at the farm.
C. What is the student to animal ratio for clinical labs?
No student is with an animal without supervision. For example, two students will be with an
instructor with a large animal while the other students in the group observe from a safe distance. In small
animal classes, anesthesia and surgical nursing for example, there will be no more than four students per
animal with two instructors supervising. For physical examination skills, there are three students per
animal with one instructor supervising.
D. From where are animals that are used in the program procured? If using sources such as animal
shelters, do you have memoranda of understanding with these sources?
The majority of dogs and cats used in the program are at the WCRAS. There is a Veterinary Clinical
Affiliation Agreement with this facility.
E. How are animals transported from the sources to the program?
Animals are not transported to the program. Hands on experiences are conducted at the facilities
where the animals are housed. If animals are needed at a facility – for example, patients for radiology at
the AEC – they are transported in appropriate carriers by the program instructors.
F. Provide membership of the required institutional animal care and use committee (IACUC) and copies
of the minutes of the last two meetings.
The members of the IACUC include Veterinary Technician Program Instructor Wendi Ford, LVT.
Professor Ford is currently the Chair of the IACUC. Michele Noreen, DVM is also a member of the
committee. Other members include John Hasenau, DVM, DACLAM, Director of Laboratory Animal
Medicine at the University of Nevada, Reno; Laura Briggs, PhD, Laboratory Coordinator for the Biology
Department at TMCC; and Beth Williams, PT, APT (licensed physical therapist and licensed animal
physical therapist) who serves as the public member. Per the introduction, please see a complete member
listing and meeting minutes in Appendix A.
G. Who is in charge of animal care?
When we are at off-site facilities, the facility staff, LVTs, and DVMs are in charge of animal care.
When we are at facilities doing a procedure on an animal, the DVM and LVTs of the program are in
charge of the animal’s care at the time.
H. How are teaching models used in program instruction?
Models are used extensively in the program. It is the goal of the curriculum that a student practices a
procedure on a model before performing the procedure on a live animal. Models for the program include
a collection of anatomy and physiology models for learning (including skeletons, skulls, disarticulated
skeletons, feline cadavers, and various professionally preserved specimens). Manikins such as Jerry, the
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canine manikin and Fluffy, the feline manikin from Rescue Critters are used for auscultation of cardiac
sounds, practice endotracheal intubation, catheter placement, etc. There is also a canine manikin head for
intubation practice (it mounts on the edge of a table) and a manikin forearm for intravenous catheter
placement practice. In addition to the manikin arm, arms made of rolled paper, tubing, and fake fur are
used for IV catheter placement also. The program also has the Rescue Critters urinary catheter manikin
which is used to teach second year students how to place a urinary catheter.
Other models used in the program include fake limbs for bandage practice, a saw horse for practice
with roping – the ‘horse’ has a mop head as a tail to practice how to tie the tail of a horse. Chicken
carcasses that are carefully bagged so as not to contaminate are used for practicing radiology on birds.
Birds are sensitive to stresses so it is best for the students to first practice on a non-living example. The
cat cadavers from VETT 110 and 112 have been used for other classes also including VETT 250 – Small
Animal Critical Care and VETT 235 – the Dentistry portion of class. We have dental models so that
students can learn to scale off fake calculus (made from wood glue) before they actually use a scaler and
polisher on an actual patient. Students learn to take dental x-rays on real coyote skulls. As Licensed
Veterinary Technicians often are the expert in dentistry in a practice, we try to have students gain as much
experience in this area as possible. In addition to these models, there are also injection pads for practice
intramuscular injections and pads to practice suturing. Other models have been made such as an abscess
model made of foam carved out to hold a bag of vanilla yogurt with a shammy cloth over top for practice
with draining abscesses.
Stuffed animals are used in the program so that students can practice surgical preparation of a patient
including clipping hair and prepping the skin. The animals have a layer of thick plastic on the ventral
abdomen covered by a piece of fake fur for clipping. Stuffed animals are also used to practice physical
exam skills. Along with the manikins, fake masses are placed under the ‘fur’ to simulate palpating
masses in an actual patient. In VETT 203 - Clinical Pathology, urine samples from known patients are
changed to add pathology. This is done by adding glucose, bacteria, blood, etc to the sample for analysis.
Both instructors have attended seminars at the Association of Veterinary Technician Educators biennial
conference on using models and making up samples for classroom use. When practicing aspirating of
various masses on a patient, fruit is used under towels or fake fur. Play Doh is also used to make various
simulations as well as anatomical models. Kiwis are used to simulate skin scrapings. Again, the goal is
for students to learn fundamental skills on models so they are better prepared to perform these procedures
on live patients.
I. If clinical services are provided to the public, how are these used to enhance program student
educational experiences?
Clinical services are not provided to the public.
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VI. Library and Informational Resources
A. Library operations:
1. How many hours per week is the library open? Provide daily hours.
Redfield Campus: Monday 8:30 to 4:30; Thursday 8:30 to noon
Dandini Campus: Monday through Thursday 8 am to 8 pm; Friday 8 am to 5 pm;
Saturday 11 am to 4 pm
2. What is the seating capacity?
There are 22 seats in the Redfield Library.
3. How is the library staffed? What are the credentials of library personnel?
A professional librarian is available during all library hours of operation to assist students with their
research and to provide library orientations. The librarians have traditionally worked proactively with
veterinary technician instructors to integrate the most current and relevant resources into the veterinary
technician collection. A library assistant is available at the Redfield campus to assist students who drop
in to the library and also by appointment. Technical reference questions are channeled by phone to the
reference desk at the Dandini campus.
4. Where is the library located in relation to the Program facilities?
The library has a branch at Redfield, where the majority of veterinary technician classes are held.
This branch contains print resources related to the veterinary technician field and students may use
computers in the library and at any Internet location to access online resources.
B. Veterinary technology-specific library holdings:
1. How many books specifically relate to veterinary technology?
See attached list of books and DVDs (Appendix D) – there are 88 books and resources on the list.
2. How many periodicals specifically relate to veterinary technology?
See attached EBSCO periodical list document and pathfinder (Appendix D) – there are 28 periodicals
on the list.
3. What databases are available that pertain to veterinary technology?
EBSCO MasterFile and Academic Search Premier
4. What types of auto tutorial and/or other learning resources are available to the veterinary
technology students, including space, materials, personnel, computers and other equipment?
A Captivate ten minute Virtual Tour is in production.
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C. How much money is allocated to veterinary technology-related acquisitions?
The library allocates as much money as is required to place the right resources on the shelf. These
decisions are made based on requests from instructions and purchasing decisions made by the librarian
responsible for collection development in the veterinary technician discipline. The library is allocating
$4000 to the Veterinary Technician Program for 2011 to update and acquire new resources. The list of
newly acquired resources will be available at the time of the site visit in December.
D. Evaluation:
1. Are library facilities adequate?
Yes
2. Are library holdings of reference books and periodicals current and adequate?
Yes
3. What changes in library services would benefit the program?
None
4. What methods are used to encourage students to use the library?
Students are given assignments especially in the first year curriculum to write research papers using
the resources in the library. Students are given a demonstration on how to access the online journals that
are available for their use.
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VII. Admissions
A. Maximum number of students to be admitted to program in each enrollment period.
Twenty four
B. Number of enrollments per year.
One
C. Number of qualified applicants for each enrollment period for the current first year of the program.
Eighteen
D. Number of students entering each enrollment period for the present first-year class.
Eighteen (though one student was accepted, she did not start the program; also a returning student to
the first year class only stayed in the program for the first few weeks due to health related issues)
E. Describe the procedure for selecting first-year students:
1. Minimal scholastic requirements, tests used, interview system, documentation required, and
special provisions for out-of-state students, if applicable.
Students applying for admission into the fall first year class of the program must have completed
BIOL 190 with a lab or an equivalent class. The following is the description for this prerequisite:
BIOL 190 • Introduction to Cell and Molecular Biology (3 credits)
Prerequisite: ENG 101 or 113; MATH 120, 126 or higher; or qualifying Accuplacer, SAT or ACT scores
for these courses. This course covers the structure and function of cell - included will be the major
molecules of life, composition and physiology of cellular organelles, cellular metabolism, reproduction,
motility, gene function and related topics. BIOL 190L • Intro to Cell and Molecular Biology Lab (1
credit) Prerequisite: ENG 101 or 113; MATH 120, 126 or higher; or qualifying Accuplacer, SAT or ACT
scores for these courses. The corequisite to BIOL 190 focuses on scientific inquiry and investigation of
cell and molecular biology principles.
Students must also take a second science class as a prerequisite. It is suggested that students take
BIOL 201 or a similar class. The following is a description of this prerequisite:
BIOL 201 • General Zoology (4 credits)
Prerequisite: BIOL 190. An introduction to the classification of the major animal Phyla with an emphasis
on the evolutionary relationships among major groups. Includes an exploration of the anatomical
structure, physiological function, and the ecology of a wide range of animals. This is a prerequisite
course for the TMCC Veterinary Technician program and also appropriate for anyone interested in animal
diversity.
As you can see, these classes require other prerequisites such as Math and English. These classes are
counted towards the general requirements of the college for the AAS degree. The program has selected
students for admission into the program based on a point system. The system is as follows:
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21
The Veterinary Technician Program begins each fall semester. Students are selected by means of a
formal program application and the calculation of assigned points. Students receive points for the
following:
Prerequisite Classes
Math 120 or higher (1 pt)
Biology 190 Cell and Molecular Biology (1 pt)
Biology 201 Zoology (1 pt)
Work Experience
Work Experience or volunteer work with a veterinarian for 6 months or
longer (1 pt)
General Education Degree Requirements
English/Communications (1 pt)
Human Relations (1 pt)
U.S. Nevada and Constitution (1 pt)
Support Courses
Biology 223 Human Anatomy and Physiology I (1 pt)
Biology 224 Human Anatomy and Physiology II (1 pt)
Biology 251 General Microbiology (1 pt)
Chemistry 121 General Chemistry or higher (1 pt)
Previous Education
An Associate Degree (1 pt)
A Bachelor’s Degree (3 pts)
Applicants must be 18 years or older at the time of admission. Students must have completed or are
registered and will have completed the class prior to the fall, in the following course with a grade of “C”
or better: Biology 190 - Cell and Molecular Biology; Biology 201 - Introduction to General Zoology; and
Math 120 - Fundamentals of College Math. Applicants must submit official transcripts of all previous
college education to the Office of Admissions and Records. Students must have a minimum cumulative
grade point average of 2.3. All previous college education will be used for computation of GPA.
Exceptions may be made if there are extenuating circumstances and the academic work is five or more
years old. Applicants must submit an official transcript showing proof of high school graduation or proof
of official high school equivalency. Students are numerically ranked, according to total points.
Admission is offered to the applicants on the list with the highest priority points. If applicants have an
equal number of points, the students’ GPA is used to rank the tied individuals. If the GPA does not
resolve the tie, an interview will be conducted by the program coordinator. Applicants not selected must
reapply for consideration the next year.
The application process listed above is currently under review. The process has been discussed with
the Advisory Committee, and the committee would prefer that applicants show at least 120 to 150 hours
of animal handling experience upon application to the program (a completed checklist that is verified or a
letter of verification from an employer(s) is acceptable). Also they would like to see a minimum grade
point average of 3.0 for the prerequisites of the program. Somewhere over the years the application
process has gotten away from requiring an essay of applicants. We will reinstitute this requirement. The
committee also would like to see letters of recommendation as a part of the student’s application packet.
Because there have not been twenty-four qualified applicants to the program, interviews have never been
conducted as part of the admissions process. The committee would like all applicants to be interviewed if
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22
there are greater than twenty four applicants for a class. Students transferring into the program will also
need to submit an application packet.
2. How are program personnel involved in the admissions process for program students?
After the applications are processed through Admissions and Records, the assistant for the program
reviews the student documents in the college records computer system. She uses a checklist to make sure
that prerequisites are present and the student has passed the courses. The applications and checklist are
then given to the program coordinator. The coordinator reviews the applications, and the selected new
students are sent a letter of admission to the program. Students are requested to accept or decline
admission (by e-mail and a form to be mailed via the USPS) by a specific deadline. Students accepting
admission are then notified of how to register for classes, what preparations are necessary, and when to
come for the student orientation.
3. What changes in admission requirements would benefit the program?
Per above, the application process within the program is being restructured. New forms will be created.
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VIII. Students
A. Institutional enrollment for Fall 2010 (preliminary data, as of 9/17/10)
1. Total head count:
2. Full-time equivalent:
12,809
7,010
B. Number of students presently at each stage of the curriculum:
1. First year: Sixteen (16)
2. Second year: Fifteen (15)
C. What is the maximum capacity of your program per incoming class?
Twenty four
D. Do you anticipate this number changing in the next two years? If yes, what is the anticipated
maximum number in the next two years?
No, we are limited by the number of spaces/occupancy in our laboratory.
E. What percentage of incoming students have previous college experience? Degrees?
Of the first year students, approximately 19% have a college degree. Of the second year students,
57% have a college degree already. It is difficult to assess what percentages of students have previous
college experience as they have to have prerequisites to enter the program. As we modify the application
process, the paperwork can be changed to make this determination clearer.
F. If enrollment takes place at more frequent intervals, please show current enrollment in each academic
term.
Not applicable.
G. Provide attrition information for current and past two academic years by describing how many
students entered the program, how many students were lost within the first year, and how many were
lost from enrollment until graduation.
For the Class of 2010, thirteen students entered the program – five were lost within the first year –
eight graduated. Four students who were lost in the first year were readmitted the following year and are
currently second year students.
For the Class of 2011, fifteen students entered the program – three were lost within the first year –
twelve are currently in the program. Elsewhere in this document it says there are fourteen students
currently in the second year class – this is because two students are completing the program on a less than
full time basis.
For the Class of 2012, eighteen students accepted admission to the program, seventeen students
started the program, and three weeks into the semester, there are sixteen students in the first year class.
Two students in the first year class are students lost from the previous first year class. Of these two, one
of these students has dropped out of the program permanently due to health issues (the student who left at
week three).
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H. Provide number of graduates for each of the past four years including, the current year to date. (If
graduation occurs several times each year, show numbers of graduates in each academic term.)
(Provide numbers for each program option separately)
Class of 2005 – Twelve (12) completed the program
Class of 2006 – Six (6) completed the program
Class of 2007 – Six (6) completed the program
Class of 2008 – Ten (10) completed the program
Class of 2009 – Ten (10) completed the program
Class of 2010 – Eight (8) completed the program
I.
For new programs, when will the first class graduate?
n/a
J. How are safety issues addressed? (see Statement on Safety, Appendix A)
Safety issues are addressed in numerous ways. The IACUC has discussed student to faculty ratios to
ensure student safety during hands on lab experiences. Protocols have been discussed and are being
formulated. Students are educated on how to act around animals for their personal safety and for the
safety of the animal. There are numerous areas of the curriculum where issues of safety are addressed.
This includes not only safety around the animals but also chemicals, anesthetics, x-rays, etc. Because
students are handling shelter animals, the importance of zoonotic diseases is discussed in depth. Students
are appropriately attired for lab and also understand not to wear their soiled scrubs to work or into their
homes if they have pets.
Students receive a safety form on the first day of lab in Redfield 117 (see Appendix A). Students are
instructed to take appropriate precautions while in lab. There is a safety shower and an eye wash station
in the front of the room. Students are also instructed how to appropriately place a scalpel blade on a blade
handle (using a needle holder) and cautioned how to hold the blade and protect themselves and their
neighboring classmates.
A notebook containing Material Safety Data Sheets (MSDS) for products used in the program is kept
in the lab (room 117). MSDS information for products used at WCRAS is kept in the Shelter Manager’s
office.
Students are required to have their own personal health insurance and must show proof of insurance
at the start of the program. Students are told that if they are injured while in the program, they need
adequate health insurance to take care of any medical requirements. This is printed in the student
handbook, and the student signs a document saying they have read the policies in the handbook.
Program Handbook
1. Provide program policy for student pregnancy.
Student disclosure to a confirmed pregnancy is mandatory. Students must inform the Program
Coordinator immediately in writing of this change in physical health status. As there are many biological
and radiological dangers as well as physical demands in the Veterinary Technician Program, students are
informed of the dangers and asked to consult with their physician. Students wishing to continue in the
program must consent in writing, in addition to having a written consent from their physician. Every
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25
effort is made to assist the student if she wishes to continue in the program. Alternatively, if a pregnant
student wishes to take a leave of absence, a place in the next class will be made available. There are two
forms in the appendix of the student handbook for the student to sign and have copies placed in their
student files. See Appendix E of this report for copies of these forms.
2. Provide program student rabies vaccination policy.
All students must either be vaccinated for rabies or sign a wavier declining to be immunized. If
vaccination is selected, the first dose must be given prior to the student beginning any live animal labs in
the Veterinary Technician Program. Documentation of subsequent doses must be provided as they are
completed. Students are instructed to fill out a form in the appendix section of the TMCC Veterinary
Technician Program Handbook stating that they are either vaccinated for rabies virus (or have started the
series) or decline vaccination. See Appendix E for a copy of the form.
3. Have any student injuries or accidents occurred that required medical assistance beyond first aid?
There was one incidence of a student being bitten by a dog while on an externship. The student was
sent to the emergency room as a precaution. No permanent damage to the hand was incurred.
K. Describe student support services, including academic and personal counseling.
TMCC is committed to providing essential student services to all students regardless of their choice
of program, preferred method of course delivery, or stated educational goals. TMCC’s organization of
student services is effective in providing essential services to all of its students and their diverse needs
and goals. The Student Services Division is comprised of nine departments: Admissions and Records,
Financial Aid, New Student Programs, Student Outreach Support, Retention, the Re-Entry Center, the
E.L. Cord Child Care Center, Veterans Upward Bound, and Counseling, Advisement and Career Services.
Each department is managed by an administrator at the director level. In addition to these primary
departments, Student Services includes a disability resource center, placement testing, student
government, and student clubs.
Each department is staffed by a combination of classified staff, professional staff, counseling faculty,
and student workers. Student Services offices are located primarily on the Dandini Campus on the first
and third floors of the Red Mountain Building. The academic advising office will help students decide
what courses they will need to pursue a program degree or certification, or transfer credits to a four year
institution. All students must attend a New Student Orientation and Academic Advisement Workshop as
part of the required enrollment steps on initial application to the college.
In the Counseling department, there are professionally trained and skilled counselors who are
available to assist students with their social, emotional, spiritual, intellectual, cultural and physical well
being. In addition to personal issues, students can receive help with career and life planning, transfers,
workshops and community resources, in addition to many other services that will assist them in attaining
a smooth and successful college life.
On the program level, both full time instructors in the program are available to help students in any
way possible. This may mean referring the student to the TMCC resources above. Often students come
to the instructors to discuss a problem in class, test results, etc. The students can access the instructors in
various ways whenever needed – in person, via e-mail, and via phone and cell phone.
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26
L. Describe the activities of the student veterinary technician organization.
1. How do the organization’s activities contribute to the quality of the program?
See below.
2. Is the student organization an institutional member of the National Association of Veterinary
Technicians in America (NAVTA) and the state veterinary technician organization?
The Veterinary Technician Program is just starting a student organization under NAVTA. This
has been a goal of the program for quite some time; however the NAVTA organization needs to
be started by a LVT. Wendi Ford, LVT has initiated this organization via NAVTA and this issue
has been addressed with the Advisory Committee.
3. What percentages of students are active in the organization?
Currently, zero. This will change in the future.
M. Through what channels do students have input to the program’s policies and curriculum?
There is a student representative from each class on the Veterinary Technician Advisory Committee.
The faculty also takes comments from instructor evaluations (done at the end of each class every
semester) that pertain to curriculum and incorporates the comments in the overall plan for continually
improving each class in the curriculum.
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IX. Faculty and Staff
A. Number of faculty/staff and full-time equivalents (FTE) devoted to the veterinary technology
program and salary information. Only include faculty/staff from other departments who teach core
veterinary technology courses to program students:
RANK
Program
Director
Veterinarian
Instructor
NonVeterinarian
Instructor
Credentialed
Veterinary
Technician
Other Program
Instructors
(specify)
HEAD
COUNT
FTE
MAXIMUM
SALARY
MINIMUM
SALARY
AVERAGE
PAID
CURRENT
YEAR
LENGTH OF
CONTRACT
(9-month, 10month, 12month)
1
100
82,409
32,710
73,761.72
12
1
2.40
10,950
730
2190
4
1
100
32,710
46,218
12
2
77.50
730
5,657.50
4
82,409
10,950
B. Provide the following information for each faculty/staff member assigned one-quarter time or more to
the veterinary technology program:
Name
Michele
Noreen
Wendi Ford
Sarah
Huntress
Credentials
and
Education,
Dates and
Degrees
BS, Drexel
U, 1988
DVM, North
Carolina
State, 2000
Vet Tech,
AAS, Omaha
College,
1992
Vet Tech,
AAS,
Truckee
Meadows
Community
College,
2007
Date of
Original
Appoint
ment
Full- or
Part-Time
or Adjunct
Average
Teaching Load
Per Semester /
Quarter
Professional
Association
Memberships
Coordinator/
Instructor
1-242005
Full-Time
12 credits per
semester
AVMA
NVMA
AVTE
ASV
Professor
8-192002
Full-Time
15 credits per
semester
NAVTA
AVTE
Part-Time
Instructor
8-142008
Part-Time
13 credits per
semester
Title or
Rank
(Continued)
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Julie
McMahon
Judy Byarlay
Vet Tech,
Southern
Nevada
Community
College,
2002
DVM,
University of
Tennessee,
2003
Part-Time
Instructor
8-222008
Part-Time
2.5 credits per
semester
NVMA
NAVTA
AVDS
AVDT
ASVDT
Part-Time
Instructor
9-1-2010
Part-Time
3 credits per
semester
AVMA
NVMA
C. Is the program instructional staffing adequate for program needs? If not, what are those needs?
Overall, yes.
D. Describe clerical support available to program
As indicated earlier, the majority of clerical support is provided by one administrative assistant who
reports to the facility administrator and serves multiple programs operating at the Redfield campus.
Additional support is available upon request from the Associate Dean’s staff. Generally, the clerical
support is adequate but periodically competing requests from multiple departments create conflicts for the
assistant’s time. Additional clerical support exclusively assigned to the Veterinary Technician Program
would be optimal but unrealistic at this time of severe budget restrictions.
E. Are institutional policies for retirement, consultation or outside work by faculty, etc. adequate? If
not, explain: (Please do not include the faculty handbook)
Yes
1. Are program personnel supported, either financially or otherwise, to attend scientific meetings?
As described below; TMCC encourages all faculty members to actively pursue on-going professional
development activities including attendance at scientific meetings. The College provides travel funding
equivalent to $300 per full-time faculty member to each academic department annually. With two fulltime instructors, the Vet Tech program receives $600 per year. Besides this funding, the program may
use its operating budget for these activities.
2. Describe College support and requirements for professional education and self-improvement of
faculty and staff.
Professional development is a major category of the TMCC faculty evaluation criteria. The travel
funding described above is intended primarily for travel related to professional development activities.
Faculty members may use regularly allocated operating funds for other professional development
expenses such as conference registration fees, additional travel expenses, or book purchases.
Furthermore, the TMCC Faculty Senate offers professional development grants to instructors every year.
Proposals are solicited from all faculty members and competitively awarded by the Senate based on merit.
State budget restrictions caused by the national economic recession have limited the availability of
other funds previously offered to faculty members, but the College continues to maintain a budget to
assist faculty with travel expenses to make professional presentations to discipline related conferences
and meetings.
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TMCC also offers grant-in-aid for full-time employees to take up to six credits a semester at any
Nevada institution at a reduced rate. Part-time instructors may request fee waivers equivalent to the
number of credits they taught in the previous semester to attend TMCC classes, not to exceed six credits.
All faculty members are required to attend at least two training workshops during the semi-annual
Professional Development Days, held prior to the start of instruction for each semester. Workshops vary
in length from thirty minutes to six hours, depending on the content. Topics are also diverse, ranging
from learning new features of smart classroom equipment to developing comprehensive assessment
outcome plans and reports. The majority of workshops focus on methods for improved teaching and
learning. The office of Professional Development also offers workshops periodically through the
academic year. All TMCC employees are encouraged to attend this training when it is relevant to their
responsibilities and they have the available time.
Part-time instructors are also welcome to attend any of the scheduled professional development
workshops conducted by the College. Most, however, attend training during the Part-Time Orientation
Day which is held at the beginning of each semester. The orientation includes many similar workshops
which are offered primarily in the evening when part-time instructors are more likely to be available.
Although the orientation is not mandatory, the college encourages the part-time instructors to attend and
take advantage of the workshop opportunities.
F. Personnel issues:
1. Are salaries adequate?
Yes
2. Discuss faculty and staffing continuity and stability.
As mentioned in the previous sections, there has been an issue with continuity of faculty over the past
two years. This issue has been resolved.
3. Describe the policy and financial provision for part-time faculty, the number currently used in the
program, and how they are used in the program.
Three part-time faculty instructors are currently employed by the program. Part-time instructors are
hired on a semester to semester basis and paid $730 a credit. Generally, part time instructors may teach
up to nine credits per semester. Instructors who exceed this limit become eligible for benefits. In special
circumstances, the college allows the program to assign a part-time instructor to more than nine credits,
but the practice is limited. Should the program repeatedly rely on this practice, it will be required to
submit a request for a fractional full-time employee (i.e., 0.5 or 0.75 FTE). If approved, the program
must follow all hiring policies and procedures as outlined by NSHE policies and state statute. This policy
ensures that an employee receives all appropriate benefits due him/her based on the amount of work
assigned.
4. Who is responsible for hiring and dismissal of program faculty members and support personnel?
The college president is responsible for the hiring and dismissal of all full-time employees upon the
recommendation of the vice president of academic affairs and student services, and the associate dean
overseeing the program. Full-time faculty members are hired in accordance with procedures established
by the Nevada System of Higher Education, while the employment processes for classified staff conform
Truckee Meadows Community College Veterinary Technician Program Report
30
to State of Nevada statutes. The program coordinator has the authority to hire and dismiss part-time
instructors who are employed on at-will contracts.
5. How is teaching effectiveness evaluated?
The College utilizes multiple tools to evaluate teaching effectiveness. The primary job
responsibilities of full-time faculty members, as defined by their annual evaluation criteria, focus on
teaching effectiveness. Each faculty member is required to submit an annual plan which outlines his/her
methods for meeting the criteria. Results are evaluated by the associate dean at the end of the academic
year.
Students also complete evaluations of all courses. Results are reviewed by the associate dean and
subsequently shared with the instructors individually. A summary of all student evaluations for
individual instructors is frequently included in the annual evaluation process.
Academic administrators also schedule regular classroom observations of full-time faculty members.
Tenured faculty members are observed on a three-year cycle, while all other full-time instructors are
observed annually. Part-time instructors are frequently observed by either academic administrators or
full-time faculty members from within the program.
Additionally, assessment plans for the overall program and each individual course have been
developed. These plans list the anticipated learning outcomes at each level. Faculty members are
required to assess and report the outcomes of at least one course and/or the program each year.
6. Describe any changes needed in personnel policies.
Personnel policies are established by Nevada statutes, NSHE policies and procedures, and the Nevada
Faculty Association contract. Wherever necessary, they also adhere to AVMA accreditation standards.
All existing policies are appropriate for the mission of the program.
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X. Curriculum
A. Total number of credit hours: Fifty one (51)
a. Based on quarters or semesters? semesters
B. What degree(s) (or certificate) is/are granted?
Associate of Applied Science (AAS) degree
C. Provide the program curriculum showing suggested course sequencing.
SEMESTER I:
VETT 101 Introduction to Animal Health Technology
VETT 105 Veterinary Medical Terminology
VETT 110 Comparative Anatomy and Physiology I
VETT 125 Veterinary Office Procedures
VETT 211 Nutrition
SEMESTER II:
VETT 112 Comparative Anatomy and Physiology II
VETT 128 Small Animal Nursing
VETT 203 Clinical/General Pathology
VETT 205 Diagnostic Imaging
SEMESTER III:
VETT 208 Lab Animal
VETT 225 Pharmacology and Toxicology
VETT 235 Anesthesia, Surgical Nursing, and Dentistry
VETT 240 Large Animal Medicine
VETT 266 Directed Clinical Practice
SEMESTER IV:
VETT 209 Parasitology
VETT 227 Advanced Animal Nursing
VETT 250 Small Animal Critical Care
VETT 267 Advanced Clinical Practice
D. Student time involved in classes:
1. Hours per week:
For first year, fall semester = fourteen (14)
For first year, spring semester = seventeen (17)
For second year, fall semester = nineteen and a half (19.5) – varies because of Directed Clinical
Practice
For second year, spring semester = eleven and a half (11.5) PLUS five weeks of externship at the
end of the semester
2. Weeks per term = fifteen (15)
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3. Terms per year = two (2)
4. Externship/preceptorship (hours required) = two hundred ten (210) hours
E. College calendar:
1. Date present academic year began: Saturday, August 28, 2010
2. Date present academic year will end: Sunday, May 15, 2011
F. Provide a brief catalog-style (outline) description for each core veterinary technology course. (Do not
repeat student attendance, honesty, grading, conduct policies).
Semester I:
VETT 101 • Introduction to Animal Health Technology (4 credits)
This is an introductory course in veterinary technology. The course discusses the various roles of
veterinary technicians in the veterinary profession. The laws and ethics of veterinary medicine are
covered as is the behavior of various animal species with regard to humane restraint and handling. Breed
classifications of common domestic animals are covered. Proper cleaning techniques of a veterinary
facility and proper medical record keeping techniques are discussed in depth. Principles of general
animal care including but not limited to physical exams and basic sampling techniques are taught.
VETT 105 • Veterinary Medical Terminology (1 credit)
This course is an introduction to medical terms, laymen's terms, and abbreviations utilized by
veterinarians and their clients. (For the first time this fall semester, this course is being taught on-line.)
VETT 110 • Comparative Animal Anatomy and Physiology I (4 credits)
This course is designed to provide the veterinary technician student with the understanding of anatomy
and physiology of domestic species that are most often encountered in food animal and companion animal
practice. This first semester of this two semester course covers the topics of cellular anatomy and
metabolism, fundamentals of tissues, the integument, skeletal anatomy, the muscular system, the
cardiovascular and respiratory systems, and the digestive system. All information will be comparative
with each species including canine, feline, equine, porcine, ruminants and avian.
VETT 125 • Veterinary Office Procedures (1 credit)
This course is designed to introduce to the veterinary technician student the roles and responsibilities of
the receptionist, office manager, and hospital managers with regard to the veterinary facility. The course
will introduce basic management procedures common in a veterinary clinic with respect to a veterinary
technician. Topics covered include: basic communication techniques, record keeping, filing, computer
software, resume construction and interviewing techniques.
VETT 211 • Animal Nutrition (2 credits)
This is a course in the normal and therapeutic nutritional needs of various species of animals. Topics
include components of food, calculating energy requirements, digestion, and life stage needs.
Semester II:
VETT 112 • Comparative Animal Anatomy and Physiology II (4 credits)
Prerequisite: Must be admitted to the Veterinary Technician Program and successful completion of VETT
110.
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This course is designed to provide the veterinary technician student with the understanding of anatomy
and physiology of domestic species that are most often encountered in food animal and companion animal
practice. This second semester of this two semester course covers the topics of: blood, lymph, and
immunity; the nervous system, sensory organs; the urinary system; the endocrine system; necropsy; the
reproductive system; and avian anatomy in general. All information will be comparative with each
species including canine, feline, equine, porcine, ruminants and avian.
VETT 128 • Animal Nursing (4 credits)
This is a course that highlights basic and advanced nursing procedures, including but not limited to
restraint, behavior awareness, physical exams, reproduction, necropsy, specimen collection, euthanasia,
companion animal diseases, emergency and critical care, laws and ethics, and practice management skills
for veterinary technicians.
VETT 203 • Clinical and General Pathology (4 credits)
This course includes information in hematology, clinical chemistry, urinalysis, and microbiology. The
student will learn collection, handling, and transporting of biological samples. Students will learn
laboratory procedures to assist in the diagnostic process.
VETT 205 • Veterinary Diagnostic Imaging (2 credits)
This course deals with the principles of diagnostic imaging. Topics include: radiographic theory,
equipment, positioning, safety regulations, safety equipment, film processing, radiographic technique
evaluation, and an introduction to alternative imaging techniques.
Semester III:
VETT 208 • Laboratory Animal Science (2 credits)
This course includes the principles involved with breed recognition, restraint, husbandry, nutrition,
breeding, health conditions, disease recognition, and zoonotic potential of laboratory animals, reptiles and
birds. The course also includes the technician's role in a research facility, zoological facility and a general
veterinary practice.
VETT 225 • Pharmacology and Toxicology (2 credits)
This course deals with the pharmacology and physiology of drug rules on filling prescriptions, handling,
storing and documenting controlled substances. Classification of drugs, vaccinology, route and methods
of administration of drugs, calculating dosages, and physiological action on the systems of the body are
all covered in this course. This course is designed specifically for students enrolled in the Veterinary
Technician program.
VETT 235 • Anesthesia, Surgical Nursing & Dental Procedures (4 credits)
Prerequisite: VETT 110, VETT 225 and must be admitted to the Veterinary Technician Program.
This course consists of three sections: anesthesia, surgical nursing and dental procedures. The anesthesia
section includes an overview of pharmacology, the use and application of anesthetic agents, the
physiological effects of anesthetic agents, monitoring procedures, pain management, and basic anesthetic
protocol. The surgical nursing section includes the understanding of sterile techniques including the
methods, by which sterilization is achieved, appropriate behavior in a surgical setting, care of equipment
and instruments, and the roles of the operating room staff. The dental section includes a basic
understanding of dental anatomy, instrument identification and function, dental exams and cleaning,
personnel safety and client education.
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VETT 240 • Large Animal Medicine (4 credits)
Prerequisite: VETT 110 and must be admitted to the Veterinary Technician Program.
This course includes large animal husbandry, restraint techniques, diseases, nursing and herd health
management. The student will acquire the knowledge and skills through lecture and laboratory. Special
topics include anatomy, reproduction, and nutrition, as they relate to each species.
VETT 266 • Directed Clinical Practice (2 credits)
An externship allowing students to observe companion, food and equine practices. Students will observe
all aspects of a working clinic. Externships will allow valuable exposure to the reception area, treatment
and surgical areas, radiology, laboratory, kennel, and facilities for large animal.
Semester IV:
VETT 209 • Parasitology (2 credits)
This course includes the study of internal and external parasites of domestic animals. The student will
learn identification, life cycles, routes of transmission, prevention and treatment protocols for the various
parasites. Laboratory techniques used for identification will be covered in detail. The student will also
learn the importance of public health safety, including procedures and protocols.
VETT 227 • Advanced Animal Nursing (4 credits)
This is a course designed to provide an in depth study of small animal diseases and management. There is
a laboratory component designed to be a culmination of the student’s learning through the first three
semesters of the program.
VETT 250 • Small Animal Critical Care (3 credits)
This is a course in procedures, nursing and diseases with respect to the critically ill patient. Prerequisite:
Admission to the veterinary technician program and successful completion of the first semester of the
veterinary technician program.
VETT 267 • Advanced Clinical Practice (2 credits)
This is an externship allowing students to participate in every aspect of companion animal, food animal
and equine practices. Students will participate in all aspects of a working clinic, under direct supervision.
Externships will allow valuable exposure to the reception area, treatment and surgical areas, radiology,
laboratory, kennel and facilities unique to large animal and specialty practices. Prerequisite: completion
of all required courses in the veterinary technician program.
It is noted that all of the classes above have a prerequisite of “must be admitted to the Veterinary
Technician Program.” Some of the classes have the prerequisite of another class in the program (mainly
for the benefit of a part time student’s scheduling). This is stated above where appropriate. There is also
a notation in the college catalog and other sources that states “courses in the program may not transfer to
a baccalaureate degree of art or science within the universities in the Nevada System of Higher Education
(NSHE)”.
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G. Provide two examples of standardized criteria used for evaluating student acquisition of skills.
Example #1: The following is an example of how students in VETT 205 - Diagnostic Imaging are
evaluated on the task of developing and utilizing a radiographic technique chart:
Task: Develop and properly utilize accurate radiographic technique charts
Standard Criteria for Completion
Date Demonstrated
Evaluator
Appropriate animal chosen for trial
radiographs
Accurate measurement(s) acquired using
caliper
X-ray machine settings determined using
appropriate procedures
Standard radiographic safety procedures
followed when making exposures
Trial radiographs properly processed in the
darkroom
Processed radiographs appropriately evaluated
for overall radiographic quality and the best
quality film selected for further use
developing the technique chart
Radiographic technique chart constructed
using appropriate procedures
Test radiographs obtained using newly
constructed technique chart
Radiographs obtained utilizing established
technique chart
Decision-making abilities to be demonstrated:
Given knowledge of the health risks associated with radiographic procedures and effective safety
procedures, the veterinary technician will exercise professional judgment to minimize risks to
personnel and patients during radiographic procedures to ensure safety.
Given the characteristic of the patient and the radiographic study that has been requested, the
veterinary technician will properly (1) prepare radiographic and darkroom equipment, (2) measure
and position animals using topographic landmarks, (3) choose an appropriate radiographic technique
to minimize the need for repeat exposures (4) produce the latent image, (5) process the exposed film,
(6) analyze the final radiograph for quality in order to provide maximum diagnostic benefit.
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Example #2: The following is an example of the criteria used to determine adequate auscultation of the
horse’s heart.
Date
Obtain objective patient data

Auscultate heart
(horse)
Initials
Locate heart
Know normal heart rate (horse, cow, sheep and
goat)
Be able to identify a pulse deficit
Listen for abnormal rhythms
Listen for murmurs and other abnormal sounds
Recognize sinus arrhythmia
Properly record rate and rhythm of heart
1. Describe how standardized criteria are used to ensure that all students have completed all required
tasks and have been assessed using the defined criteria.
Standardized criteria such as the examples above are assessment tools used to ensure that all students
are completing specific tasks as required by the AVMA-CVTEA. The policy for keeping track of student
completion of standardized criteria is addressed elsewhere in this report.
2. Who is responsible for evaluating skills acquisition in the program?
All of the instructors teaching in the program are responsible for evaluating student skills. Depending
on the part-time instructors, it may be that they communicate directly with the instructor of record on
what has happened in the class. There is a central location accessible to full-time faculty where the check
lists for each student are held.
H. Describe off-campus assignments (preceptorships, internships, externships, affiliations, practicums,
field trips).
1. Are memoranda of understanding used that delineate the expectations of all parties?
Yes. In addition to the MOUs, off-campus facilities are given a course syllabus and supplemental
forms to be completed.
2. Are there criteria in place for onsite supervisors to assess student performances?
Onsite supervisors assess student performance overall. They have a copy of the student required
skills but are not responsible for signing off on completed tasks.
3. How are student learning activities at these sites monitored by program personnel?
Second year students on externship (VETT 267 – Advanced Clinical Practice) are required to attend a
two and a half hour session on campus with the instructor of record once weekly. The purpose of this
session is to reinforce the principles learned at the off site facilities. If the student is unable to attend the
session due to an out of town externship, other methods of communication are arranged. Supervisors at
the off site facilities are contacted by the instructor of record. Open communication is encouraged and
frequent communication via phone, e-mail, or in person is conducted.
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37
I.
What changes in the curriculum, if any, are being considered?
Professor Ford and Dr. Noreen have been discussing changing the lab schedule for certain classes.
The goal would be to have all clinical procedures taught in four progressive labs. For example, there
would be a lab session once weekly for first year students each semester to cover all of the necessary
skills from their various classes. There would be a lab session once weekly for second year students each
semester to cover the more advanced skills they are practicing. The goal is to have the off-site facilities
seem more like actual clinical experiences that what they may be currently experiencing. This would lead
to cohesiveness in the curriculum and also show the students the cohesiveness between the instructors. It
is important that the students see how a veterinary hospital functions with a veterinarian and licensed
veterinary technicians performing functions in concert.
J. Describe use of distance learning (if any) or any anticipated use (if not a DLP). (See Guidelines
for Off-Campus Clinical Instruction, Appendix C.)
The TMCC Veterinary Technician Program is not a distance learning program. However there are
two classes that are being conducted online rather than in the classroom. These two classes are VETT
105 – Medical Terminology and VETT 125 – Veterinary Office Procedures. The college offers a
platform called “Angel” for online classes. “Angel” is also available for standard in-classroom courses –
the platform is used to post the syllabi, class announcements, course materials, etc.
K. Describe efforts to instill habits of life-long learning, including continuing education offerings.
Students are encouraged to attend continuing education (CE) meetings in the area when appropriate.
For example, students from the first year class recently attended a CE event called ‘Paw and Order’ – a
movie and discussion on appropriate record keeping and zoonotic disease. Many veterinary companies
have websites that provide excellent learning opportunities and students are encouraged to explore these
sites as appropriate. Some of these CE educational opportunities are incorporated into the class content.
For example, in Anesthesia class, a CD produced by a company on the use and effects of one of their
anesthetic drugs is shown in class. Abbott, Idexx, Hills, Purina, and other companies have educational
tools available to assist with class learning.
There is a regional conference offered in Reno every year called the Wild West Veterinary
Conference (WWVC). Dr. Noreen is the lecture coordinator for the technician lecture track at the
conference. The conference organizers are allowing the students to attend the conference at no cost.
Attendance at the conference has been incorporated into the syllabi for the second year classes. Students
need to attend sessions and complete assignments based on the continuing education lectures they attend.
The Redfield campus is also used as a site for laboratories for the conference.
TMCC is an approved continuing education provider according to the State of Nevada Veterinary
Medical Board. The program has hosted CE events in the past and is making an effort to host even more
events in the future.
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XI. Outcomes Assessment
A. Submit copies of summary sheets of VTNE information as provided by PES for the last five years.
Please see documents in Appendix E.
B. If a state veterinary technician examination is used, please report data for the past five years,
including current year to date.
The State of Nevada Veterinary Medical Board offers a jurisprudence exam for technicians applying
for licensure in the state provided they have passed the Veterinary Technician National Exam (VTNE).
This is a take- home exam. To date, all of the graduates have passed this state exam. There is no official
reporting of the scores to the program.
C. Provide summaries of assessments of:
1. Surveys of graduates indicating educational preparedness and employment satisfaction.
Results of the survey conducted for program graduates in September 2010 are included in
Appendix F.
2. Surveys of employers of graduates indicating satisfaction with graduates.
Results of the survey conducted for program graduate employers in September 2010 are included
in Appendix F.
3. Evaluation of faculty and staff related to adequacy of clinical resources, facilities and equipment,
library resources, and preparedness of graduates.
Because the Veterinary Technician Program full time faculty is two in number, Professor Ford and
Dr. Noreen meet on a weekly basis to discuss matters related to the program. Clinical resources were
discussed at the beginning of the semester. Over the summer, a complete inventory of the vet tech lab
(room 117) was completed. Facilities are discussed on an ongoing basis but especially at the beginning of
the semester as schedules are being coordinated. As the library is offering to update and expand the
veterinary technician resources, we are working as a team to address what books and resources should be
added. Adequacy of clinical resources, facilities and equipment, library resources, and preparedness of
graduates are all issues discussed with part-time faculty and the program’s advisory committee on an
intermittent basis.
4. Any other method of assessment used.
Assessment is very important at TMCC. The college requires that instructors assess each class in the
program as well as the program overall. This is a continual work in progress. Tools for assessment that
are currently in place include pretests. The majority of classes in the first year curriculum have a pre-test
at the beginning of the semester where students take a knowledge assessment test of general information
that will be covered in the class. This helps to gauge the existing knowledge base of the students entering
the class. It also serves as a measure for assessing student knowledge at the end of the semester.
The program has a policy that all final exams in each class of the program are cumulative. Exams in
the program generally consist of multiple choice, short answer, and essay questions. Instructors spend
many hours grading exams based on this format (as opposed to all multiple choice and use of a scantron).
Truckee Meadows Community College Veterinary Technician Program Report
39
The insight into the student’s thought process and comprehension of material can be better evaluated
when tests are presented in a multidimensional format.
A second year assessment test has been implemented. The second year students took a one hundred
question multiple choice exam in the fourth week of the fall semester to assess their retained general
knowledge from the first year curriculum. The questions were chosen by the instructor of record for each
first year class, and the number of questions from each class was based on the number of credits for the
course. The results of this exam are on file in the coordinator’s office. This information will be used in
the second year courses as a guide of when core concepts need additional review/emphasis.
D. Provide numbers of surveys sent out and numbers received.
For the graduate surveys, thirty eight (38) were sent via e-mail with a link to a survey site to complete
the survey electronically. Twenty-five (25) responses were received.
For the employer surveys, we do not have an exact number of surveys sent out. As with the graduate
survey, an electronic survey was created via “Survey Monkey” – a website that allows design of surveys
and provides compilation of results. The link for the employer survey was sent by Michelle Wagner,
Executive Director of the Nevada Veterinary Medical Association to a list of veterinary facilities
primarily in the northern Nevada area. The note that accompanied the link asked that only veterinarians
or practice managers from veterinary facilities employing TMCC Veterinary Technician graduates take
the survey. Also, the link and message was provided to our Advisory Committee industry representative
to send to her database of e-mail addresses from the Nevada Practice Manager’s Association, a group that
she co-founded.
E. Please have representative samples of surveys available for site team perusal at the site visit.
The survey questions and answers are included with this report. In addition, previous essay type
surveys completed by graduating classes are available for perusal during the site visit.
F. How is collected data from graduates and employers used to improve the program?
The information from graduates and employers is important, and we continually assess feedback from
the various methods discussed elsewhere in this report. All of this information is used to evaluate the
classes and the curriculum overall. Implementation of suggested changes is based on feasibility, AVMACVTEA guidelines, and other assessment tools.
G. How is feedback from the advisory committee used for program improvement?
The faculty shares all of the feedback with the advisory committee and meets with the committee at
least three times a year to discuss. Again, implementation of changes is based on the AVMA-CVTEA
guidelines and needs of the region.
For example, feedback from the community has been that students in the program need additional
hands on training. We have adjusted the laboratory components of various classes to have the students
gain as much experience as possible. As noted earlier, the program is considering a major change to the
structure of the hands on labs. However, there is only so much experience that a student can get from the
program. The student must take the initiative to gain hands on experience by working or volunteering.
This topic has been discussed by the Advisory Committee where it was decided that applicants to the
program must show at least a minimum exposure (120 to 150 hours) of animal handling and clinical
experience at the time of application. Other veterinary technician programs were examined to see who is
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requiring experience and how much. Even though many programs do not require previous experience,
the committee felt strongly that this minimum should be required (an applicant should be able to obtain
these hours by working or volunteering part time at a veterinary facility in one summer).
H. How is data from VTNE results and applicable state examinations used for program improvement?
The results for TMCC veterinary technician graduates has been a 100% pass rate on the VTNE. Thus
every graduate of the program who has taken the national exam has passed. The program is proud of this,
but also continues to use the data generated by the exam to improve certain areas of the curriculum. It is
important that all assessments used in the program be evaluated as a whole.
As noted previously, the State of Nevada uses a jurisprudence take home examination for licensing
technicians who have passed the VTNE. All of the candidates who have taken this exam have passed.
I.
Are Program graduates prepared with entry-level skills?
According to the most recent survey data of program graduates, 84% of the graduates felt that they
were either well prepared or prepared with entry-level skills at the time of graduation. The instructors in
the program are continually striving to provide as many hands on opportunities for students to apply their
didactic knowledge. The program encourages off site facilities to allow students visiting their facilities to
do as many tasks possible appropriate for a technician in training. The coordinator is looking for
additional facilities in the Reno, Sparks, and Carson City areas for students to attend as part of Directed
Clinical Practice – the goal is to include additional specialty hospitals and practices that see a significant
number of exotics and avian species.
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