STATE BOARD OF EDUCATION – TOPIC SUMMARY Topic: Community College Program Approval Date: March 9, 2012 Staff/Office: Department of Community Colleges and Workforce Development Action Requested: Information only Policy Adoption Policy Adoption/Consent Calendar ISSUE BEFORE THE BOARD: Approval of new community college programs: Central Oregon Community College: Veterinary Technician (Associate of Applied Science Degree); Lane Community College: Watershed Science Technician (Associate of Applied Science Degree) BACKGROUND: ORS 341.425 directs the State Board of Education to approve all proposed community college programs. ORS 344.259 directs the board to coordinate continuing education in lower division, developmental, adult self-improvement, professional and technical education for agencies under its regulator authority. 341.425 Approval required to commence or change program and for transfer credits. (1) Before an educational program is commenced at any community college, the board of education of a community college district shall apply to the State Board of Education for permission to commence the program. After the first year of the program, course additions, deletions or changes must be presented to the State Board of Education or a representative of the Department of Community Colleges and Workforce Development authorized to act for the state board for approval. (2) Until the community college becomes accredited by the Northwest Association of Schools and Colleges or its successor, the community college shall contract with an accredited community college for its instructional services, including curricula, to ensure its courses carry accreditation and are acceptable for transfer. (3) After reviewing the contractual agreement between the nonaccredited and the accredited colleges and after suggesting any modifications in the proposed program of studies, the State Board of Education shall approve or disapprove the application of a district. [Formerly 341.560; 1971 c.513 §89; 1991 c.757 §6; 1995 c.67 §17; 1997 c.270 §1; 1999 c.147 §§1,2] 344.259 Coordination of continuing education. (1) The State Board of Education shall coordinate continuing education in lower division, developmental, adult self-improvement, professional and technical education for agencies under its regulatory authority. The State Board of Higher Education shall coordinate continuing education in upper division and graduate education for institutions under its jurisdiction. STAFF RECOMMENDATION: The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the State Board of Education approve the following programs: Veterinary Technician Associate of Applied Science (AAS) degree at Central Oregon Community College. Watershed Science Technician AAS degree at Lane Community College. 1 Oregon Department of Community Colleges And Workforce Development Public Service Building 255 Capitol St. N.E. Salem, Oregon 97310-0203 Action Item Policy Issue: Staff Action on New Career and Technical Education Programs Proposed Community College Program State Board Standards--Staff Analysis Abstract Name of College: Program Title: Proposed Start Date: Board Submission Date: Adverse Impact Completed: Type of Program: Central Oregon Community College Veterinary Technician Fall 2012 March 8-9, 2012 November 29, 2011 Associate of Applied Science Degree Credits: CIP Code: CIP Title: 105 ____________________________ 51.0808 ______________________ Veterinary/Animal Health Technology/Technician and Veterinary Assistant. ____________ Option Title Credits: _________________ CIP Code: ____________________________ CIP Title: ____________________________ Certificate of Completion Credits: CIP Code: CIP Title: Business and Industry (closed enrollment) Assurances: The College has met or will meet the four institutional assurances required for program application. 1. Access. The college and program will affirmatively provide access, accommodations, flexibility, and additional/supplemental services for special populations and protected classes of students. 2. Continuous Improvement. The college has assessment, evaluation, feedback, and continuous improvement processes or systems in place. For the proposed program, there will be opportunities for input from and concerning the instructor(s), students, employers, and other partners/stakeholders. Program need and labor market information will be periodically reevaluated and changes will be requested, as needed. 3. Adverse impact and detrimental duplication. The college will follow all current laws, rules, and procedures and has made good faith efforts to avoid or resolve adverse intersegmental and intrasegmental impact and detrimental duplication problems with other relevant programs or institutions. 4. Program records maintenance and congruence. The college acknowledges that the records concerning the program title, curriculum, CIP code, credit hours, etc. maintained by the Department are the official records and it is the college’s responsibility to keep their records (Abstract continued) 3 aligned with those of the Department. The college will not make changes to the program without informing and/or receiving approval from the Department. Summary The Associate of Applied Science (AAS) Degree in Veterinary Technician is a 2 year program which prepares students to pass the National Veterinary Technician Board Examination. Students completing the program are prepared for positions which conduct clinical work under the supervision of licensed veterinarians, work with biological researchers, laboratory animal specialists and other zoological scientists. Duties may include restraining animals, administering medications and anesthetics, performing laboratory tests, cleaning teeth, taking x-rays, preparing an animal for surgery, assisting the veterinary doctor in surgery and owner communication. The program Includes instruction in animal nursing care, animal health and nutrition, animal handling, clinical pathology, radiology, anesthesiology, dental prophylaxis, surgical assisting, clinical laboratory procedures, office administration skills, patient and owner management, and also includes internships designed to give students practical hands-on experience in applying skills learned in the classroom. Program Highlights Standards: The College has met the five program approval standards. 1. Need The community college provides clear evidence of the need for the program. In Spring of 2008 a survey of local Veterinarians was conducted, including 51 clinics throughout Central Oregon (e.g., Madras, Burns, Klamath Falls, Redmond, Bend, Sisters, La Pine). Seventy-one percent (71%) of polled clinics responded, with 98% recommending inclusion of the Veterinary Technician degree in Central Oregon Community College (COCC)’s degree options. The comments revealed an overwhelming support from the veterinary community for this program and identified individuals interested in assisting the college to develop, oversee and maintain the program. After January 1, 2013, only students who graduate from an accredited program will be able to take the exam and become a Certified Veterinarian Technician (CVT), on the job training experience (grandfathering) will no longer qualify an applicant to sit for state exams to become certified. This change will increase the demand for accredited training programs. The Oregon and National Employment Division projects employment growth for Veterinary Technicians to be greater than the statewide and national averages (36% over 10 years according to US Bureau of Labor Statistics). Locally, surveyed veterinarians indicated a strong need for hiring CVTs given the growing affluence of pet owners and the demand for veterinary care. While 68% currently employee CVTs, 80% said they would either first-time hire or increase the number of CVTs if they had qualified candidates. Eighty-five percent (85%) agreed that CVTs increase clinic profits. Total job openings are projected to be above the statewide 3 (Abstract continued) average. The average career of a Vet Tech is 10 years so additional openings are expected to deal with attrition. 4 According to one site (www.cititowninfo.com/employment), Bend (110) and Portland (740) competed for having the greatest number of job vacancies for CVT per capita for Oregon in 2008. Using the 36% growth estimate from the US Bureau of Labor Statistics, an additional 40 jobs in Central Oregon could be acquired by 2018 and an additional 392 statewide. Currently, only 2 schools in Oregon train Vet Techs: Portland Community College and Apollo College (Portland). Employment information from the Oregon Labor Market Information System (www.qualityinfo.org) lists projections as: from 2006 through 2016, the profession is expected to grow statewide by 28% and the total number of positions needed during this time period total 50. The median salary for a CVT is $31,350 for the state of Oregon and $32,259 regionally. This matches the survey data, with local hourly wages ranging from $12 to $21 (average = $15.52). In contrast, veterinary assistants earn $8 to $12 per hour, with few earning the top end. In addition, employers were willing to offer benefits to CVTs. 2. Collaboration The community college utilizes systemic methods for meaningful and ongoing involvement of the appropriate constituencies. Seventeen (17) veterinarians are willing to sit on the Advisory Board and 22 expressed interest in teaching, with 14 of these wanting to participate in both roles. We have held two open Advisory Board meetings and have had 12 – 15 regional Veterinarians and Veterinary Technicians in attendance at each meeting. Local Veterinary offices will volunteer equipment and clinical space for students. The local Humane Societies (Bend and Redmond) have expressed interest in student internship and onsite training opportunities. A Program Director is to be hired and a local Veterinarian is serving on the hiring committee. The College is committed to keeping a Dean level presence on all significant decisions and community contacts and has assigned a Full Time faculty member load dedicated to program development to ensure a strong collaborative link between the college and community constituencies. 3. Alignment The community college program is aligned with appropriate education, workforce development, and economic development programs. COCC will seek program accreditation from the American Veterinary Medical Association (AVMA). This accreditation will allow our graduates to sit for the CVT examination to become licensed in the State of Oregon. To 4 (Abstract continued) 5 achieve accreditation status, all of the academic and technical competencies required by the AVMA are included in a comprehensive and rigorous curriculum. Prior to graduation from the program students will be required to complete a 240 hour internship onsite at a veterinary facility to enhance and verify their skill based competencies. In addition to aligning the program with the AVMA standards, the program will be a career ladder for those students who decide go on to Veterinary Medical Colleges to become veterinarians. The college offers many of the program pre-requisite courses as dual credit courses through local high schools and views these courses as bridge courses to enter the Veterinary Technician program at COCC. 4. Design The community college program leads to student achievement of academic and technical knowledge, skills, and related proficiencies. COCC developed curriculum for the Veterinary Technician program in collaboration with Veterinarians and Veterinary Technicians from regional clinics and is aligned to the AVMA standards of required knowledge, skills, and competencies. The curriculum development process at the college requires the following elements for all courses: course description, courselearning outcomes, student assessment, and grading processes. To enter the Veterinary Technician program at COCC, students have to complete the following pre-requisite courses: Math 60 or higher, Biology 101, Chemistry 101 or General Science 105 (fundamentals of Chemistry), Writing 121, and Speech 218. As with all academic programs at COCC, students must demonstrate what they are able to do outside of the classroom as a result of their coursework. COCC has 9 General Education Outcomes that must be demonstrated by students in the following areas across all academic programs: Esthetic Engagement, Communication, Critical Thinking, Quantitative Reasoning, Scientific Reasoning, Cultural Awareness, Health Choices, Technology and Information Literacy and Values and Ethics. 5. Capacity The community college identifies and has the resources to develop, implement, and sustain the program. COCC received grant money for start up of this program from the Banfield Foundation and the Oregon Community Foundation. The college has committed to funding this program with general fund dollars beginning in Fall, 2012. Funds have been dedicated for a full time program director, part time faculty, equipment and supplies, and administrative support. Space will be available in the new Science and Allied Health buildings. 5 (Abstract continued) Approval Signature Name Title Date Larry Cheyne Education Specialist 2/8/2012 6 Camille Preus Commissioner The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the State Board of Education approve the Veterinary Technician Associate of Applied Science Degree program at Central Oregon Community College. 6 (Abstract continued) 7 Oregon Department of Community Colleges And Workforce Development Public Service Building 255 Capitol St. N.E. Salem, Oregon 97310-0203 Action Item Policy Issue: Staff Action on New Career and Technical Education Programs Proposed Community College Program State Board Standards--Staff Analysis Abstract Name of College: Program Title: Proposed Start Date: Board Submission Date: Adverse Impact Completed: Type of Program: Lane Community College Watershed Science Technician Fall 2012 March 8-9, 2012 September 27, 2011 Associate of Applied Science Degree Credits: 100 ____________________________ CIP Code: 03.0199 ______________________ CIP Title: Natural Resources Conservation and Research, Other Option Title Credits: _________________ CIP Code: ____________________________ CIP Title: ____________________________ Certificate of Completion Credits: CIP Code: CIP Title: Business and Industry (closed enrollment) Assurances: The College has met or will meet the four institutional assurances required for program application. 5. Access. The college and program will affirmatively provide access, accommodations, flexibility, and additional/supplemental services for special populations and protected classes of students. 6. Continuous Improvement. The college has assessment, evaluation, feedback, and continuous improvement processes or systems in place. For the proposed program, there will be opportunities for input from and concerning the instructor(s), students, employers, and other partners/stakeholders. Program need and labor market information will be periodically reevaluated and changes will be requested, as needed. 7. Adverse impact and detrimental duplication. The college will follow all current laws, rules, and procedures and has made good faith efforts to avoid or resolve adverse intersegmental and intrasegmental impact and detrimental duplication problems with other relevant programs or institutions. 8. Program records maintenance and congruence. The college acknowledges that the records concerning the program title, curriculum, CIP code, credit hours, etc. maintained by the 7 (Abstract continued) 8 Department are the official records and it is the college’s responsibility to keep their records aligned with those of the Department. The college will not make changes to the program without informing and/or receiving approval from the Department. Summary The Watershed Science Technician program will prepare graduates to work in multidisciplinary fields that survey and assess watersheds and develop strategies and solutions to maintain and restore healthy water resources. This curriculum prepares students to work in the following jobs: watershed resource conservation professionals; stream restoration or water quality technicians; assistant stream ecologists; assistant forest ecologists; environmental technicians; or natural resource specialists for public agencies, nongovernmental organizations, nonprofit conservation and restoration organizations, consulting firms, private restoration companies. Program Highlights Standards: The College has met the five program approval standards. 6. Need The community college provides clear evidence of the need for the program. Watershed Science Technician is an emerging occupation without distinct historical employment data. Related occupations such as Forest and Conservation Technicians, Environmental Science and Protection Technicians, Conservation Scientists, Zoologists and Wildlife Biologists and hydrologists are estimated to have 9% to 29% growth nationally and 0.4 to 12.6% growth in Oregon over the next decade. Forest and Conservation Technicians alone are expected to have 12 regional openings per year and 171 annual openings in Oregon as a whole. Starting wages in the region for fulltime technicians range from $24,660 to $38,480 annually. Demand for expertise in watershed-related sciences is likely to increase in the future. Water use worldwide increased 600% in the past century and is estimated to double further by mid century. Currently, over 800 million people worldwide have no access to clean drinking water (World Health Organization, 2008) and many waterways are too polluted for fishing or swimming. In a nationwide 2006 study, the Environmental Protection Agency (EPA) found that only 28% of small waterways support healthy aquatic communities (EPA, 2011). The availability of clean water is now a homeland-security topic; according to the Government Accountability Office, by 2013 at least 36 states will experience water shortage. Program outcomes are based on input from 20 industry specialists representing local Watershed Councils, the US Forest Service, the US Fish and Wildlife agency, the Oregon Department of Environmental Quality, and numerous private companies engaged in watershed restoration and mitigation work. Local conservation managers consistently highlight the need for field skills across all the disciplines that constitute watershed science work. Surveys of industry professionals indicate that jobseekers entering the field of watershed science with hands-on experience and appropriate field skills will have an advantage for employment and in 8 (Abstract continued) potential job advancement. 7. Collaboration 9 The community college utilizes systemic methods for meaningful and ongoing involvement of the appropriate constituencies. Through our initial survey of industry professionals, Lane has formed an Advisory Committee for the Watershed Science Technician program. Members represent private companies, Lane County Public Works (Waste Management), the local chapter of The Nature Conservancy, McKenzie River Trust, Springfield Utility Board, the University of Oregon Department of Environmental Studies, and Lane Biology, Environmental Science and Water Conservation Technician faculty. In addition, representatives of many other public agencies have expressed positive interest in serving on the Advisory Committee. As a group, these confirmed and potential advisory committee members are either direct employers of watershed science technicians, or work in the natural resources field and collaborate on an ongoing basis with potential employers. The Advisory Committee will meet quarterly and will help guide the development of the program to ensure students acquire critical skills and background to succeed in the workplace. In addition, the advisory committee members will play an integral role in identifying internships and community-based learning experiences for students while they are in the watershed science program. Advisory Committee members are a critical link for the students to the working world of watershed science technicians. Lane has an active and well-respected cooperative education program with placements for existing programs in Water Conservation Technician and Energy Management. Cooperative education faculty will expand contacts as necessary to meet the work experience placement needs of Watershed Science Technician students. The current curriculum has specific times outlined for the students to participate at work experience sites and be a part of the collaboration process. 8. Alignment The community college program is aligned with appropriate education, workforce development, and economic development programs. Lane has strong dual-credit agreements with 28 of the area high schools, though not every high school is able to offer all the courses that Lane articulates through its “College Now” program. There will be a direct connection with local high schools to recruit graduating seniors to the Watershed Science Technician program and continue on to be professionals in the field. Of the required program courses, four are already available to high school students. The courses that are available vary depending upon the specific articulation agreement with each high school. The Watershed Science 9 (Abstract continued) 10 Technician program will seek additional high school articulation agreements, particularly for the Career Technical courses of the program. The program will also seek articulation agreements with the Oregon Institute of Technology Environmental Sciences Program, and will align with an anticipated Lane Watershed Science Transfer Plan that may articulate with Portland State University, Oregon State University and the University of Oregon. Of the 29 credits of new courses, 13 credits are field-based classes taught in 1 – 2 credit modules that take advantage of the diverse watershed environments on the Lane main campus. Many industry respondents to the Program Needs Survey expressed interest in serving as cooperative education placement sites. These potential sites include government agencies and non-profit conservation organizations, such as the City of Eugene Parks and Open Space Division, McKenzie River Trust, The Nature Conservancy, CAMAS Education Network, US Fish & Wildlife, Springfield Utility Board, City of Springfield Public Works - Environmental Services Division, Oregon Parks & Recreation Department, US Fish & Wildlife, Eugene Water and Electric Board - Berggren Watershed Conservation, Network of Oregon Watershed Councils, and numerous local Watershed Councils. 9. Design The community college program leads to student achievement of academic and technical knowledge, skills, and related proficiencies. The program will provide an overall progression from survey and inventory collection in the field to best practices in watershed management. Graduates will have the knowledge and skills to: Demonstrate use of concepts and principles of ecological processes and their interdisciplinary connections that influence the practice of watershed science, including: Hydrologic Processes and Watersheds; Erosion, Sedimentation, Water Quality; Ecology of Aquatic and Wetland Environments; Ecology of Terrestrial Environments Identify common species, ecosystems and ecological processes relevant to watershed assessments, with an emphasis on the Pacific Northwest. Perform field identification, field test procedures and ecological surveys using proper, precise, and safe application of measurement tools and technologies. Utilize intermediate algebra skills, computer programs, databases, and basic geographic information systems to collect, organize, interpret and communicate watershed data. Apply standard water management approaches and best practices to develop effective conservation and management strategies to meet watershed goals. Communicate effectively and accurately with supervisors, colleagues, funding agencies and the public using the spoken and written word 10 (Abstract continued) 11 and visual representations of information. Use appropriate library and information resources to research professional issues and support lifelong learning and job advancement. 10. Capacity The community college identifies and has the resources to develop, implement, and sustain the program. The Watershed Science program will be housed in the Science Division and funds within Science Division budgets have been identified to support instructional needs. The majority of coursework consists of existing classes already offered in the Science Division or other divisions. The college will support curriculum development in this program through Perkins Grant funds and other college resources. Curriculum development is underway for the start of the program in Fall 2012. Funding for materials and supplies is available thru the Perkins Grant and Science Division resources. Approval Signature Name Title Date Wayne Fanno Education Specialist 2./16/2012 Camille Preus Commissioner The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the State Board of Education approve the Watershed Science Technician Associate of Applied Science Degree program at Lane Community College. 11