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.
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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)
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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
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(Abstract continued)
average. The average career of a Vet Tech is 10 years so additional
openings are expected to deal with attrition.
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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
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(Abstract continued)
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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.
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(Abstract continued)
Approval
Signature
Name
Title
Date
Larry Cheyne
Education Specialist
2/8/2012
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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.
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(Abstract continued)
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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
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(Abstract continued)
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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
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(Abstract continued)
potential job advancement.
7. Collaboration
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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
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(Abstract continued)
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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
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(Abstract continued)
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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.
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