nc state - College of Veterinary Medicine
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COLLEGE OF VETERINARY STANDARD 1:MEDICINE Organization NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 2014 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE Introduction The College of Veterinary Medicine (CVM) at North Carolina State University (NC State) graduated its first class of veterinary students in 1985, and by 2011 achieved a third place ranking amongst American veterinary colleges according to U.S. News and World Report. Throughout its history, the College’s success has depended on the strength and accomplishments of its faculty, students and staff. The College also enjoys unique advantages as a part of a leading land grant institution at NC State, and the close proximity of two world-class research universities – Duke University and University of North Carolina at Chapel Hill (UNC-CH). The Raleigh region is home to the nation’s leading Research Park with enormous opportunities in biotechnology and biomedicine, and an extensive state animal agriculture industry which is a critical driver in the economy. These environmental factors, coupled with strong state support for higher education in North Carolina and passionate public support for the College of Veterinary Medicine, have all contributed to what the College has achieved in its first 30 years and its potential for the future. Major Goals and Objectives The CVM focuses its endeavors in six broad program areas: Companion Animal Medicine, Food Supply Medicine, Biomedical Research, Ecosystem Health, Equine Medicine, and Animal Welfare. Our current Strategic Plan was published in April 2012, and accordingly a Strategic Implementation Plan was developed in 2013, which has three Major Goals and Objectives, each designed to achieve a specific vision. 1. Sustain a strong College community and culture of excellence. This College’s success depends on a strong sense of community and shared values, which can power a strong culture of excellence. Every member of the College must understand and share our vision, and take equal pride in all of our accomplishments. a. Alignment around Purpose and Values b. Open Communication and Participatory Shared Decision Making c. Reflection, Celebration and Renewal Achieving these objectives will allow us to realize the following vision: “All members of the College share a strong sense of community and empowerment, taking equal pride in all of our accomplishments. We need to be the place that nobody wants to leave, and everyone wants to come.” 2. Deliver an outstanding veterinary education We must ensure that we deliver a contemporary and high quality education, leading by innovation. a. Our Doctor of Veterinary Medicine (DVM) students will have a high quality outcome-oriented education b. We will make a high value education accessible to all students c. Our DVM students will achieve success on graduation Achieving these objectives will allow us to realize the following vision: “Veterinary education is our most vital obligation. The impact of our graduates is our greatest opportunity to serve society, and we will deliver a comprehensive, contemporary and innovative education that provides our graduates with the greatest opportunities for their future.” 3. Achieve transformational growth in our research accomplishments Our basic, translational, comparative and clinical research is of the highest quality, and has excellent leadership. Nevertheless, there is a clear need and opportunity to expand the scope and accomplishments of our research program in order to fully realize our potential. A world-class program of discovery is absolutely vital to achieving our mission and vision. a. Exploit our unique position at the junction of multiple converging initiatives in translational science b. Maximize the impact of our opportunity to invest in faculty and resources c. Invest in our innovative graduate training program, giving it a leadership position d. Maintain critical investment in the core scientific strengths of our research platform Achieving these objectives will allow us to realize the following vision: “At this College every member is engaged in discovery, bringing a problem oriented approach to real-world challenges for which we are uniquely qualified, and which have a broad impact on animal and human health and well-being. ” 2014 i NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE EXECUTIVE SUMMARY AND OBJECTIVES Methods Used to Evaluate Program Outcomes in Instruction, Research and Service We measure instructional performance by the success of our DVM graduates in the North American Veterinary Licensing Examination (NAVLE), in achieving their employment goals, in being awarded house officer or graduate student placements, and by their evaluation of the value and impact of their DVM education from the time of their graduation and over their careers. We also expect our programs to be highly sought after by students, as measured by the number and quality of applicants to our DVM, house officer and graduate student programs. We measure research performance through the number of impactful publications generated, Inventions disclosed and Patents filed, collaborations with university and industry partners, and the number and caliber of research support grants awarded to our faculty. We measure the number of scientific abstracts and presentations at prestigious meetings, books and book chapters published, and research awards and honors such as editorial board membership or grant review panel memberships. We specifically focus on research training as a critically important outcome, measuring engagement of DVM students in research both during their professional degrees and post-graduation, and the numbers of doctoral students trained and their employment outcomes. We measure service performance in a wide array of clinical, outreach and extension settings. In our hospitals and clinics, our primary focus is on clinical outcomes and client satisfaction, and on financial performance in terms of the support it offers for our academic program. We measure service to industry as demonstrated by engagement with agricultural entities in the state and region, and to society through our engagement in the community in such settings as animal welfare, and social well-being. We measure outreach and extension through the collaborations, presentations and consultations we provide. The College is currently determining metrics and timelines for the Goals and Objectives of the Strategic Implementation Plan described above, and will complete this process in the spring of 2014. Major Strengths of the College • Our greatest strength is our culture of excellence, sustained by all faculty, staff and students in the College. This means the shared expectation that in any enterprise we undertake we will deliver a standard-setting performance. • The College enjoys strong state support of its programs as detailed in Section 2: Finances, which allows us to sustain the lowest in-state tuition and fees of any US college of veterinary medicine. Even for out-of-state students, because they can petition for residency after one year, our program is amongst the lowest in cost of education. Because of this strong state support, we continue to recruit and accept 80% of our DVM students from North Carolina. • Our DVM educational program is of the highest quality, with a strong foundation in basic sciences and extensive opportunities for students to engage in research and the widest diversity of clinical opportunities available from state-ofthe-art hospital facilities to a unique array of agricultural settings. • The quality of the DVM program, coupled with its value, contributes to our outstanding applicant pool from both in and out-of-state students. The quality and diversity of our students are one of the greatest assets of the College. • Our house officer programs are amongst the strongest and broadest in the world, with an outstanding applicant pool, and a superb cadre of specialists committed to their training in our excellent clinical programs. • The CVM has an extremely high quality graduate program, support by Federal training grants. • The College benefits from excellent facilities. The CVM has recently constructed research and small animal specialty clinical facilities that are second to none, and has had the opportunity to remodel and renovate existing facilities to accommodate growth and contemporary instruction, research and service needs. • Through enrollment growth funding and reinvestment from NC State, the CVM has had the opportunity to hire new faculty and expand all of our programs. This is a critical opportunity for the College to renew its most vital asset. • As detailed in the introductory paragraph, the CVM is fortunate to be located in an environment that offers exceptional opportunities for partnerships and collaborations, in our own and neighboring universities, with corporate enterprises and with agricultural partners. • The CVM enjoys a unique opportunity to be a global leader in One Health, with the ability to exploit the regional resources in biomedical and environmental science and our own strengths in veterinary and comparative disciplines to achieve real progress for animal, human and environmental health. The College is also home to the Center for Comparative Medicine and Translational Research (CCMTR), which is charged with accomplishing this mission. 2014 2014 Page 2 ii NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE EXECUTIVE SUMMARY AND OBJECTIVES Major Weakness of the College • The CVM confronts three financial challenges: o The lack of salary raises of any significance for several years at NC State, and the resulting compression and inversion in CVM salary structure affects all our faculty and staff. This issue is demoralizing for our employees and results in the risk of losing employees to competing opportunities. o While the CVM is enjoying the opportunities from the new enrollment growth funding, there is uncertainty about whether the second two years of enrollment growth funding will be fully realized. o While support for higher education has traditionally been a strength of North Carolina, we have received several sequential years of base budget reductions, and they are likely to continue in the current political environment. • The College needs to strive to find a better balance in the work lives of its faculty and staff. This challenge takes two principal forms: the first is the challenge of sustaining elite clinical specialty programs in a competitive environment while still sustaining our educational mission; the second is sustaining a workplace environment which, while providing challenges and the opportunity to excel, does not make demands on our faculty and staff that become overwhelming. The new College Strategic Implementation Plan proposes several strategies to address these issues. • The CVM needs to expand and reinvest in our research enterprise. While the College has a prestigious research program, and a strong history, recent budget cuts coupled with the difficulty in the funding environment have contributed to a downturn in our performance. The College will commit resources and leadership to reversing this trend, as research strength is the foundation of our ability to achieve change and excellence in all areas. • The College must address the educational debt burden of our graduates, both here in North Carolina and nationally. We must work to control debt and expand opportunities for all of our graduates. • The CVM must better address the lack of diversity in our faculty, staff and student bodies, both here in North Carolina and nationally. Despite years of effort and commitment, our accomplishments remain modest in veterinary medicine. Recommendations The CVM has far more opportunities than challenges, and enjoys advantages that few other similar programs possess. Therefore, our most important obligation is to take those opportunities and use them effectively to advance our mission. The current strategic plan and implementation strategy aim to do just that, and are newly minted for that purpose. The College needs to better communicate the opportunity it represents to partners. Building strong research relationships with One Health partners across the NC State campus, and with regional institutions such as Duke and UNC-Chapel Hill and corporate partners, will be fundamental to success. The College must be a high-value partner for comparative biomedical research, and our new faculty hires and research development strategy will significantly contribute to achieving this. We are also working with external consultants to develop and implement a new communications strategy in the first half of 2014. It is important that we build closer and stronger ties to the state agricultural industry, one of the most important components of the North Carolina economy. While service work and DVM training will be critical in this regard, these industries are looking for technological innovation to address the challenges they face. CVM leadership is working with the new Dean and leadership the College of Agriculture and Life Sciences to make high value joint venture propositions to the agricultural industry. We must ensure that future students and the prospective employers of our graduates understand the value of our brand. We must clearly communicate what we represent to them as a high quality, high value veterinary college that provides the very best preparation for a diverse spectrum of careers. We are bolstering our staff and capacity to increase economic and professional skills training in the DVM curriculum, improve post-graduate DVM and employer outcomes assessment, offer new and expanded career placement services for new and past graduates, and target our communications strategies to new and future employers of our graduates. D. Paul Lunn, BVSc, MS, PhD MRCVS, Dip. ACVIM Dean, College of Veterinary Medicine North Carolina State University January 24th, 2014 2014 2014 Page 3 iii NC STATE UNIVERSITY Abbreviations COLLEGE OF VETERINARY MEDICINE A/VAudio/Visual AAALAC Association for Assessment and Accreditation of Laboratory Animal Care AAVMC American Association of Veterinary Medical Colleges ADAA Associate Dean and Director of Academic Affairs ADED Associate Dean of Enterprise Development ADR Associate Dean and Director of Research and Graduate Studies ADVMS Associate Dean and Director of Veterinary Medical Services ADVMS Associate Dean and Director of Veterinary Medical Services ASU Academic Support Unit AVMA American Veterinary Medical Association BSL-3 Biosafety Level-3 CALS College of Agriculture and Life Sciences CBC Centennial Biomedical Campus CBS Comparative Biomedical Sciences CCMTR Center for Comparative Medicine and Translational Research CCPCommunity-Campus Partnership CCTRP Center for Chemical Toxicology Research and Pharmacokinetics CE Continuing Education CEM Contagious Equine Metritis CMAST Center for Marine Sciences and Technology COE Council on Education CPL Central Procedures Laboratory CSFA Clinician Scientist Focus Area CTComputed Tomography CVM College of Veterinary Medicine DOCS Department of Clinical Sciences DSO Disability Services Office DVF Department Voting Faculty DVM Doctor of Veterinary Medicine EAMS Exotic Animal Medicine Service EFAVC Equine and Farm Animal Veterinary Center EH&PS Environmental Health and Public Safety EHC-SP Equine Health Center - Southern Pines EMD Educational Media and Design EPA Environmental Protection Agency EREmergency ESS Educational Support Services F&A Facilities and Administrative Rates FCAPSC Faculty Committee on Academic Performance and Student Conduct FCCCE Faculty Committee on Curriculum and Course Evaluation FCHOP Faculty Committee on House Officer Programs FTE Full Time Equivalent FYFiscal Year GPA Grade Point Average GRE Graduate Record Examination HVAC Heating Ventilation Air Conditioning HWC Health and Wellness Center IACUC Institutional Animal Care and Use Committee ICU Intensive Care Unit ID Identification ITD Instructional Technology and Design JAVMA Journal of the American Veterinary Medical Association KThousand LAR Laboratory Animal Resources MMillion MBS Molecular and Biomedical Sciences MRI Magnetic Resonance Imaging 2014 iv NC STATE UNIVERSITY Abbreviations COLLEGE OF VETERINARY MEDICINE MSMasters Nat’l National NAVLE North American Veterinary Licensing Examination NC A&T North Carolina Agricultural and Technical State University NC State North Carolina State University NCDA & CS North Carolina Department of Agriculture and Consumer Services NCVMA North Carolina Veterinary Medical Association NIH National Institutes of Health NRC Nuclear Regulatory Commission, National Research Council NTTNon-tenure Tract OIS Office of International Students OSHA Occupational Safety and Health Administration PACS Picture Archival Communications System PhD Doctor of Philosophy PHP Population Health and Pathobiology RIS Radiology Information System RPT Retention, Promotion and Tenure SACS Southern Association of Colleges and Schools SAVMA Student American Veterinary Medical Association SCAVMA Student Chapter of the American Veterinary Medical Association SHS Student Health Services SIS Student Information Services SME Statement of Mutual Expectations SNOMED Systematized Nomenclature of Medicine SOAP Subjective, Objective, Assessment, and Plan TAU Teaching Animal Unit Terry Center Randall B. Terry, Jr. Companion Animal Veterinary Medical Center TRLN Triangle Research Libraries Network TTTenure Tract UGA University of Georgia UNC University of North Carolina UNC-CH University of North Carolina - Chapel Hill USDA United States Department of Agriculture UVIS University Veterinary Information Systems VCR Veterinary Credentialed Responder VFPP Veterinary Faculty Practice Plan VHC Veterinary Health Complex VIP Veterinary International Programs VMCAS Veterinary Medical Common Application Service VML William Rand Kenan, Jr. Veterinary Medical Library VOICE Veterinary Students as One in Culture and Ethnicity VTH Veterinary Teaching Hospital 2014 v Table of Contents NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 1: Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 STANDARD 2: Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 STANDARD 3: Facilities & Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 STANDARD 4: Clinical Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 STANDARD 5: Library & Information Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 STANDARD 6: Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 STANDARD 7: Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 STANDARD 8: Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 STANDARD 9: Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 STANDARD 10: Research Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 STANDARD 11: Assessment & Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 _______________________________ APPENDIX 1: Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 APPENDIX 2: Finances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 APPENDIX 3: Facilities & Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 APPENDIX 4: Clinical Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 APPENDIX 6: Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 APPENDIX 7: Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 APPENDIX 8: Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 APPENDIX 9: Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 APPENDIX 10: Research Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 APPENDIX 11: Assessment & Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 2014 vi NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 1: Organization STANDARD 1: Organization NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.1.1 STANDARD 1: ORGANIZATION Provide a college mission statement for the undergraduate, DVM, or equivalent program. The college mission statement must address: - the overall teaching, research, and service commitment, - the commitment to undergraduate education, - the commitment to provide instruction and clinical opportunities for students in a wide variety of domestic species, including food animal, equine, and companion animal, and the commitment to excellence in program delivery. Mission Statement – approved in April, 2012 The mission of the College of Veterinary Medicine (CVM) is to enhance animal and human health and well-being through the education and advanced training of veterinarians and comparative biomedical scientists, and provide leadership in veterinary care, biomedical research and outreach through innovation and interdisciplinary partnerships. The mission contributes to developing and sustaining North Carolina and global economies and advancing the profession. Vision The CVM at North Carolina State University (NC State) will be a leading, internationally recognized institution that provides comprehensive and comparative approaches to address complex issues facing animal and human health. CVM Values • Integrity: In the pursuit, creation, application, and dissemination of knowledge • Freedom: Of thought and expression • Respect: For cultural and intellectual diversity • Responsibility: For individual actions and service to people and animals • Stewardship: In sustaining economic and natural resources • Leadership, Collegiality and Professionalism: In all endeavors • Excellence: In all endeavors • Mentorship: To promote excellence in faculty, staff and students 12.1.2 Identify the body that accredits the university and the current status of accreditation. NC NC State State is is accredited accredited by by the the Commission Commission on on Colleges Colleges of of the the Southern Southern Association Association of of Colleges Colleges and and Schools Schools (SACS) (SACS) to to award award degrees degrees at at the the baccalaureate, baccalaureate, masters, masters, and and doctoral doctoral levels levels and and accreditation accreditationwas wasmost mostrecently recentlyreaffirmed reaffirmedininDecember December2004. 2004. The The University University is is currently currently preparing preparing for for reaffirmation reaffirmationof of accreditation accreditationand andan anon oncampus campussite sitevisit visitscheduled scheduledfor forMarch March19-20, 19-20, 2014. 2014. The The Board Board of of Trustees Trustees of of the the SACS SACS Commission Commission on on Colleges Colleges will will review review the the report report from fromthe theon-site on-siteReaffirmation ReaffirmationCommittee and the fromfrom the University. The decision concerning NC State’s continuing accreditation will bewill announced in Committee andresponse the response the University. The decision concerning NC State’s continuing accreditation be December announced2014. in December 2014. 12.1.3 Provide a flow chart indicating the position of the college of veterinary medicine in the university structure and show lines of authority and responsibility, and give the names and titles of principal university administrative officers related to the college. See Appendix 1.3 for an organizational chart and table of NC State’s administrative leaders. 12.1.4 Provide a flow chart of the organizational design of the college listing names, titles (deans, associate/assistant deans, directors, department heads, etc.), academic credentials, and assignments of the college administrators. See Appendix 1.4 for an organizational chart and table of CVM leadership. The CVM is organized into three academic Departments (Clinical Sciences (DoCS), Molecular and Biomedical Sciences (MBS) and Population Health and Pathobiology (PHP)). The CVM Administration is organized under the Dean and three permanent Associate Deans (Academic Affairs, Research and Graduate Studies, and Veterinary Medical Services). We currently also have a temporary position of Associate Dean for Enterprise Development (not included in the organization chart in Appendix 1.3). 12.1.5 Describe the role of faculty, staff, and students in the governance of the college and list the major committees of the college, and their appointment authority. See the the College College Bylaws Bylaws for See for further further information/clarification. information/clarification. Voting membership in the General Faculty of the CVM is held by those full-time employees of the CVM who meet the 2014 2014 Page 4 1 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 1: Organization STANDARD 1: ORGANIZATION requirements for voting membership in the General Faculty of NC State. Staff members may attend meetings of the faculty, with all privileges except voting. The General Faculty establishes rules for the conduct of its business, elects the Secretary of the Faculty, and establishes the academic policy for the CVM, including the determination of its curricula. The faculty also can make recommendations on matters of educational policy relevant to the CVM that fall under the jurisdiction of other bodies (i.e., academic performance, student conduct). The faculty determines the composition of faculty committees, for the conduct of faculty business and assign functions and responsibilities to each committee. Regular meetings of the faculty are held at least four times a year. Standing CVM Faculty Committees (organized by Dean and Associate Dean reporting structure): Dean: Dean’s Cabinet: This committee is the College’s administrative leadership team, and it includes the Dean, all Associate and Assistant Deans, all Department Heads, the Director of the Center for Comparative Medicine and Translational Research (CCMTR), the Executive Director of Development, the Director of the Comparative Biomedical Sciences (CBS) Graduate Program, and the Senior Senator of the Faculty for the CVM. The cabinet meets monthly. Deans and Heads: The Dean, all Associate and Assistant Deans and the Department Heads meet weekly. Dean’s Council: The Dean, all Associate Deans and Assistant Deans meet weekly. Faculty Committee on Reappointment, Promotion and Tenure (RPT): This committee consists of 8 Full Professors; 2 elected from each department, and 2 at-large members. The committee examines the dossiers of faculty being considered for reappointment, or promotion with or without tenure, and makes recommendations to the Dean. Faculty Committee on Diversity: This committee consists of 6 elected faculty members and 3 students, one staff member, and the Director and Assistant Director of Diversity. The committee develops strategies and actionable items to encourage a more welcoming environment for diverse populations, and makes recommendations to the Dean. Veterinary Faculty Practice Plan Committee (VFPP): This committee consists of the Dean, all Associate Deans and Department Heads, the hospital administrator, 3 faculty members, and the Assistant Dean of Business and Finance. The committee advises the Dean on management of the VFPP (see Standard 12.2.1: Reserves and Standards for a description of the VFPP). Associate Dean and Director for Academic Affairs (ADAA): Faculty Committee on Academic Performance and Student Conduct (FCAPSC): This committee is composed of 9 members: 5 faculty members, 3 students, and the ADAA (ex officio). The committee is responsible for adhering to the guidelines of the CVM academic standards and student conduct documents, and recommending courses of action related to student misconduct and academic performance issues to the ADAA for action. Faculty Committee on Awards and Scholarship: This committee has 3 faculty representatives, and the ADAA (ex officio). The responsibilities of this committee are to establish award policy, define recipient criteria and expedite selection procedures for all CVM student and faculty awards. Faculty Committee on Admissions: This committee is composed of at least 18 individuals, including 4 faculty members elected from each department, the President of the North Carolina Veterinary Medical Association (NCVMA) or their designee, one representative from the College of Agriculture and Life Sciences (recommended by the Dean), one atlarge-member from the University of North Carolina system appointed by the Dean, the ADAA, the Director of Student Services, and the Director of Diversity and Minority Affairs. This committee recommends policy and admission criteria for admitting candidates to the professional veterinary program, and also recommends pre-professional course requirements, and conducts regular review of admission procedures. The function of the committee is to make recommendations to the Dean for each student admitted to the professional program. Faculty Committee on Curriculum and Course Evaluation (FCCCE): This is the CVM Curriculum committee and consists of 6 elected faculty representatives, 4 student representatives, the ADAA, the CVM representative to the Graduate School and the coordinator of clinical experiences. The function of this committee is to recommend DVM curriculum content and program development and to conduct ongoing reviews of all DVM courses. Library and Education Resources Committee: This committee consists of 3 faculty members, 4 veterinary students, one graduate student, one house officer, and the Library Director. The committee recommends policy relating to all library and audiovisual decisions, including ordering priorities, hours of operation, changes to library furniture and equipment, review of current accessions, publication list updates and all budgetary recommendations. 2014 2 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 1: Organization STANDARD 1: ORGANIZATION The Teaching Animal Unit (TAU: see section 12.4.3) Steering Committee: This committee consists of 6 faculty members and 2 external advisors (veterinarians/agriculturalists) appointed by the Dean who represent food animal and equine areas. This committee is advisory to the ADAA, makes recommendations for all major decisions, and generates plans for renovation and new enterprises necessary for the success of the TAU. One member of the TAU Steering Committee coordinates all teaching programs. The TAU Farm Manager reports to the chair of TAU steering committee. Associate Dean and Director of Veterinary Medical Services (ADVMS): Faculty Committee on House Officer Programs (FCHOP): This committee consists of 7 elected faculty who are involved in house officer training, and 2 residents, the ADVMS and the House Officer Program Coordinator. The committee evaluates internship and residency programs and advises the ADVMS in regards these programs. Hospital Board: The Hospital Board is the governing body of the hospital and consists of the ADVMS, Hospital Administrator, Assistant Dean of Business and Finance, 5 staff members, and the 8 Faculty Service Chiefs. The Board establishes and reviews the practices and policies of the Veterinary Health Complex (VHC), recommends standard fees for hospital and professional services, reviews professional standards and performance, and grants and approves faculty hospital privileges. Associate Dean and Director of Research and Graduate Studies (ADR): Faculty Committee on Comparative Biomedical Sciences (CBS) Graduate Studies: Members include a CVM graduate faculty from each of the five CBS concentration areas (Cell Biology, Infectious Disease, Pathology, Pharmacology and Population Medicine), 2 at-large faculty members, the CBS Director of Graduate Programs, 2 graduate students, the Director of Student Services, and the CVM representative to the Graduate School. This committee develops and evaluates the CBS graduate program and graduate courses, and votes on admissions to the program. The committee reviews all applications for CVM stipends, and makes recommendations to the ADR. Faculty Committee on Laboratory Animal Resources (LAR): This committee consists of 6 faculty members appointed by the Dean, one LAR veterinarian and the ADR. The committee provides input on use and policies of LAR, and advises LAR veterinarians and the ADR on programmatic directions and fee schedules. Faculty Committee on Research: The committee consists of 9 faculty members appointed by the Dean, the ADR, and the College representatives on the University Research Committee. The committee evaluates research proposals for internal grants, serves as a source of information on research funding, and provides recommendations on CVM research strategy and investment and use of facilities, purchases of equipment and recruitment of technical staff. Faculty Committee on Research Space Allocation and Management: The committee consists of 6 faculty members with active research programs, the ADR, the Department Heads, and the CVM Site Director. The committee is responsible for providing input on the alignment of laboratory space assignment with the research program priorities of the CVM, and assessing laboratory space use at the CVM. 12.1.6 If the college plans to change its current organization, provide a summary of those plans. No major changes are planned in the College. 2014 2014 Page 6 3 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 2: Finances NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.2.1 STANDARD 2: Finances STANDARD 2: FINANCES Complete Tables A and B for the past five years and analyze the trends for each category. See Appendix 2.1 for Tables A and B. The financial resources of this College are adequate to support our missions in education, research, extension and engagement, and service. Total Revenue has increased 15.9% over the last five years (FY2009-2013), supported in part by increases in state appropriation, and by a 15% growth in the VHC revenue, as well as increases in Other Service areas and Development funds raised. These increases have offset the decline in Sponsored Programs and Indirect Cost Recovery income. Overall expenditures have increased over 10% in the past five years. Expenditures (Table A) Instruction: The majority of expense in this category is comprised of salaries and benefits. The decrease in 2012 reflects the loss of positions due to a 7.7% ($1,408,348) budget cut. The College also experienced a 10% ($2,100,083) budget cut in 2010, but one time funding from the University Provost ($1.84 million (M)) helped to offset the negative impact on instruction. Recruitment of high quality faculty continues to be a high priority, with 19 faculty positions created in the last two fiscal years, largely funded through budget increases based on the CVM Enrollment model. Enrollment increase funding has realized approximately $2M in new permanent funding for the last five fiscal years. Legislative constraints have limited salary increases, with the last significant raise given in FY09, though in FY13, a 1.2% increase was awarded. NC State funds promotional increases to Associate and Full Professors, at 5% and 7% respectively. Academic Support: The significant increase in academic support in 2011 primarily reflects investment in the construction and upfit of the new small animal specialty hospital – the Randall B. Terry, Jr. Companion Animal Veterinary Medical Center (Terry Center). Over $4M in moveable equipment was purchased prior to moving into the new hospital in June 2011. In addition to the spending for the Terry Center, the last three fiscal years have shown continued increases in Academic Support with much of it in preparation for the 25% increase in class size, including a major renovation of the Kenan Library, expanded and renovated student lecture halls and Junior Surgery, and office renovations for most of the faculty. Student Services: Expenditures for Student Services are primarily staff salaries for that unit. Turnover in the office is reflected in the lower expenditures for 2009 and 2010. Investment in the unit has provided two additional positions, a Scheduling Coordinator and Clinical Coordinator to improve student support. Teaching Hospital: Expenditures in the VHC continue to increase, evidenced by a 22% increase over the last five years due to increases in caseload numbers and the increasing complexity of the caseload. The slight decline in 2011 was a result of the move to the new hospital; caseload and direct costs were reduced to facilitate a smooth transition. Other Educational Expenditures: Activity in this category is from clinical service and diagnostic centers in the College. Expenditures declined since a high in 2009, likely as a result of the national economic decline and cuts in discretionary funding for clinical service and research. The expenditures have grown approximately 9% in the most recent 4 years. Diagnostic Laboratory: The State diagnostic laboratory is not administratively affiliated with the College, but faculty work closely with the lab in both service and instructional programs. Student Aid: Unsponsored Student Aid has shown a positive growth over the last five years, primarily from the addition of financial aid provided as part of the Tuition Premium increase. Recent improved performance in endowments has provided significant growth in Sponsored Student Aid for the most recent two year period. Sponsored Research: Sponsored research funding has been challenging over the last two fiscal years, particularly in regards to Federal funding. Additionally, over the last two years several high profile researchers have either retired or left the College, further reducing research expenditures. New hires filling vacant positions, as well as new positions added through enrollment increase should result in increased funding over time. Other Sponsored Activity: Other sponsored activity reflects the College’s direct investment in research expenditures, through LAR, startup packages, and internally funded research projects. Expenditures in this area have grown with the influx and support of new faculty. Extension and Public Service: The Offices of Continuing Education (CE) continues to develop and expand its offerings of courses and venues. Actual expenditures for CE have been consistently growing over the last five years, from ~$110 thousand (k) in 2009 to $163k in 2013. The expenditures above that in 2009-2011 were expenditures from the College providing services to the local county shelter. 2014 2014 Page 7 4 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 2: Finances STANDARD 2: FINANCES College Revenue (Sources of Funds) Table B State Appropriations: Due to the ongoing global economic decline that began in 2008, the College has faced several permanent and one-time budget cuts over the last five years ($4,076,966 total permanent cuts in years 2009, 2010, 2012, plus another $1,086,752 one time in Fiscal Year (FY) 2009). These cuts have been buffered by budget increases based on enrollment changes, resulting in $1,990,265 new funding for the College over the last five years, as well as central reinvestment support for new positions funded by the provost in FY12 and FY13 (Total of $587,000). In addition to the permanent changes to the appropriated budget, the College has received significant one time funding from the University in fiscal years 2010 ($2,089,831), 2011 ($3,300,695) and 2013 ($1,463,000). The net impact is that the College has seen a net increase of 9.6% in state appropriated funding over the last five years. With total CVM revenue increasing 15.9% over the last five years, the decline in the total state allocation has been offset in part by growth of alternate revenue sources. Tuition and Fees: Student tuition and fees for the 2012-2013 academic year were $15,377 (In-State) and $38,140 (Out-ofState). Tuition and fees as a component of total State appropriations have not been reported in interim reports because tuition is not reported as a budget line item; the College’s permanent budget is not affected unless enrollment and residency projections are not met. The Tuition & Fees reported in Table B (Appendix 2.1) are therefore an estimate. The CVM has instituted two tuition premium fees to students. The first was phased in over four years (2001-2004) and generated >$900,000 in additional budget. The second tuition premium increase was initiated in 2012, again being phased in over four years, and will generate approximately the same amount when fully implemented. Endowment Income: The total balance of endowment holdings has increased over the last five years from $15,409,957 to a current market value of $39,207,316. These holdings and returns have grown tremendously due to the completion of the $20M pledge from the R. B. Terry Charitable Foundation. This endowment is currently over $25M and is generating sufficient interest to make the payments on the debt for the construction of the Terry Center. The debt on the construction is $22,305,753, with an annual interest payment of $1,003,758. The Endowment and construction funding model are such that income generated will service the interest-only loan through 2031. At that time the loan balance will be paid off, and the anticipated residual would be approximately $18M based on a projected interest rate of 6%. Current Gifts: Current gifts have shown a substantial increase over the five years as the College was completing a major building campaign to raise funds for the Terry Center. Sponsored Program Income/Cost Recovery: The College has seen a decline in Sponsored Program revenue over the last two years. This has been in part the result of the increasingly difficult federal research funding environment, as well as losing a number of senior research-intense faculty members to retirements and other institutions. The revenue listed is strictly from Sponsored Program and Overhead received; the higher amount for Sponsored Research Expenditures (Appendix 2.1; Table A), includes funding from Foundations, gifts and the College’s investment in internal seed grants as well as the Sponsored Program expenditures. In response to the decline in Sponsored Program revenues the College has prioritized rebuilding our research infrastructure and capacity in our strategic planning efforts. Other Activity: This category includes revenue from multiple diagnostic and analytical laboratories, as well as revenue from contractual agreements with the Ross, St. George’s and St. Matthew’s University veterinary schools. Activities and receipts vary from year to year, but overall we have seen a net increase over the last 5 years. Teaching Hospital: Revenue from the VHC has shown strong growth in the last two years since the opening of the Terry Center in June 2011. Increases in caseload and complexity continue to be the basis for increased revenue, as fee increases have been kept to a minimum due to market pressures over the last several years. Diagnostic Laboratory: The State diagnostic laboratory is not affiliated administratively within this College, and therefore there is no associated revenue from the lab. Other sources from Sales and Services: The College has a number of clinical service labs. Revenue has declined from a high in 2011 but part of the decrease in 2013 was the reclassification of student fee revenue, Educational & Technology Fee, to Other Activity. For FY13 the impact of this reclassification was $215,919. Reserves and Transfers: The Veterinary Faculty Practice Plan (VFPP) is generated by professional fees generated in the VHC from hospital services. The VFPP funds are distributed to the Departments in proportion to what is generated by their faculty (approximately 60% of the total VFPP distribution), to a central CVM Equipment Fund, to a VHC fund for capital expenditures, and to funds in the offices of the Dean and the ADVMS. 2014 2014 Page 8 5 STANDARD 2: Finances NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.2.2 STANDARD 2: FINANCES Comment on the strengths and weaknesses in revenues over the past five years. Strengths: NC State administration has been supportive with one-time funds in 2010 and 2011 that offset budget cuts and allowed the College to complete the Terry Center within budget and on time. Central funding in 2013 provided support to complete the purchase of the Varian Trilogy Novalis TX Linear Accelerator for improved patient care, a key draw in recruiting two new faculty in Radiation Oncology. The increase in the incoming class size from 80 to 100 has provided enrollment increase funding that is key to rebuilding faculty numbers in teaching and research. The funding model for DVM enrollment is calculated such that an increase of 20 students generates approximately $1.7M in new base appropriated budget. The model also requires that for every 4.7 students, the College adds one new faculty position from this funding. The second class of 100 has started and the College has received full funding for the first two years of increased class size, and there are additional students and anticipated funding increases for FY15 and FY16. As of December 2013, 23 faculty hires have been completed since January 2012 (13 Tenure Track (TT) and 10 Non-Tenure Track (NTT)), and 12 active recruitments are underway as of January, 2014 (9 TT and 3 NTT). While several of these new and ongoing recruitments are replacements for departures, a total of 19 of these positions are new (13 TT and 6 NTT). The implementation of a Tuition Premium fee phased in over four years will continue to provide funds key to supporting the teaching mission and curriculum development. In the first two years of increases, the College has been able to hire a faculty member and technician in the Exotic Animal Medicine Service (EAMS); hire an additional staff position in the Computing Resources unit; hire a licensed clinical social worker to work with client grief counseling and communication training and professional development for faculty, staff and students; hire an additional faculty member and technician in the General Practice service; add a Farm Manager in the TAU, as well as provide over $120k in financial aid for DVM students. The next two years of increases will provide additional funding for Computing Resources focused on support of curriculum development, and two additional faculty and technicians in support of the General Practice. Additionally, funds available for student Financial Aid will double to ~$240k per year. The VHC continues to show growth, particularly since the opening of the Terry Center, and funds a majority of staff support positions as well as over $1M for clinical faculty and House Officer positions to support the increase in caseload and expanded services. The VHC generates over $3.5M in professional fees, or VFPP funds, annually. These funds do not directly support hospital operating expenditures, but are distributed to the departments, Dean, and VHC as non-reverting funds for programmatic support, construction and renovation, as well as for some salary support. With the Terry Center completed, the annual distribution of funds from the R.B. Terry Charitable Foundation will come as unrestricted funds, allowing the College to invest the anticipated $3-3.5M a year in the most crucial needs in support of the College strategic plan. The College’s endowment is showing positive recovery after several years of poor performance associated with the economic downturn. Current market value of endowment is $39,207,316. The University is in the prepublic phase of a major $1.5 billion fund-raising campaign. The CVM Development Office goal will be in the $125-150M range. NC State campaign priorities have been set by the University as 50% for current operations, 33% for endowment and 17% for facilities and other unit-based priorities. One major CVM project in early planning stages is a new Education Building to enhance the DVM and Graduate Student experience and education. Early planning documents are being developed to support fund raising toward that project. Weaknesses: The state economy has been challenging since the economic downturn of 2008. Significant budget cuts in 2009, 2010 and 2012 were taken in large part from vacant faculty positions, yet the College has continued to maintain its key missions in Teaching, Research and Extension and Outreach. The College anticipates continued cuts of 1.5-3% a year over the next several years as the University attempts to deal with funding issues across the entire campus. These cuts threaten our ability to adequately compensate faculty. The College has lost several prominent research faculty in the last two years, partially due to the inability to match the salary levels and benefits packages at other institutions. Established and senior faculty members are feeling the results of salary compression as new faculty are being hired at higher market rates. Retention requests are on the rise, and when the College can retain specific faculty, these retentions also widen the gap of compensation between peer faculty. The CVM has seen a significant decline in revenue from sponsored research in the past two years. This negatively impacts faculty research programs, and reduces the return on Overhead. After University expenses, the College receives approximately 30% or less of total Facilities and Administrative Rates (F&A) revenues generated by CVM researchers. Currently, the overhead that the College does receive is used to make the construction payment on the Research Building through 2026; little or no overhead is distributed back to the departments or faculty. The College has expanded its focus on mentoring faculty toward successful funding of sponsored research proposals, and is investing in new research positions and facilities to reverse this trend. 2014 2014 Page 9 6 STANDARD 2: Finances NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.2.3 STANDARD 2: FINANCES Provide a comprehensive trend analysis of revenue sources that have supported the professional teaching program over the past five years (graphs or other visual presentations would be helpful). Appendix 2.2 shows the five-year trend of the major sources of the revenue over a 2008 base year in order to represent the change for all five years of this study. Throughout a challenging financial period, state appropriations have increased over 10%, even after substantial budget cuts in 2010 and 2012. The stability of the appropriated funding is in part due to additional support from the University and the enrollment increase funding. The VHC has shown significant growth since the opening of the Terry Center in FY11, and while caseload and revenue are continuing to grow in FY14, it is anticipated that the growth will stabilize at a lower rate, projected to be 1-2% a year. “All Other” includes endowment income, current year gifts, sales and service units/labs, and some miscellaneous receipt centers. Sponsored Programs, including Indirect Cost Recovery, has been declining since 2011, though the rate of decline is slowing. The College is investing significantly in both new faculty hires and research program support to reverse this downward trend. 12.2.4 Describe how revenues over the past five years have impacted the College’s ability to provide a contemporary professional teaching program and ancillary support services. The sustained revenue over the last five years has afforded the College flexibility to realize its vision for a preventive and primary care small animal clinical training program through the renovation of the vacated Veterinary Teaching Hospital space into the Health and Wellness Center (HWC). The University provided substantial one time funding toward equipment purchases for the Terry Center. Coupled to internal funding (from Veterinary Faculty Practice Plan - VFPP), this provided sufficient cash flow to complete all the equipment purchases associated with the new clinic upfit. Other completed improvements to facilities include a major update of the library, which resulted in improved student study space, and multipurpose flexible meeting rooms. The enrollment expansion required major renovations of the didactic classroom spaces, with one of the rooms going through a complete re-design and upgrade. The College continues to upgrade connectivity in all campus buildings, and is currently implementing a major wireless upgrade throughout the primary student/instruction areas of the main building. The College aims to replace computers used by students every four years. Funding over the last five years also provided for additional positions in the College, including several new faculty in the HWC, and new faculty positions in Anatomy, Communications and Education. The College is also moving forward in the development of a psychomotor skills laboratory and communications training center, and has dedicated some of the enrollment increase funding to course development. 12.2.5 Compare the percentage of hospital income to total hospital operational costs. While the VHC is subsidized for a portion of its salary expenditures (State Salaries & Benefits of $3,596,137), the balance of salaries ($9.9M) and all operating expenditures are supported from revenue. The VHC manages capital equipment repairs and renovations, and as much of new equipment costs as revenues can support. The VHC receives a VFPP distribution, and this non-reverting revenue stream has provided the means to accumulate emergency reserves to be used in the event of disruption of services. Currently the VHC has accumulated over $1.5M as an emergency fund for business continuity. The hospital revenue is classified as Appropriated Receipts, so would revert to the state if not utilized. As a result, all revenues are used for operational expenses, with any direct expense shortfall being covered by VFPP. 12.2.6 Describe anticipated trends in future revenues and expenditures. The budget situation in North Carolina is expected to be challenging for higher education for the next 3-5 years. Accordingly, the College will rely on a range of revenue streams outside of its appropriated budget to accomplish the goals of the CVM Strategic Plan. Revenues from enrollment increase, tuition premium, offshore students, VFPP, and fund-raising will all be crucial to the growth and future of this College. Expenditures are expected to increase in relation to expanded operations and general inflationary changes. Faculty recruitment and retention costs are expected to increase substantially, and the College will need to utilize non-state funds, such as VFPP to remain competitive for the most highly qualified candidates. The most critical issue for the College over the next two years will be to see full funding of the enrollment increase. While we did receive full funding for the first two years of enrollment increase, there was significant uncertainty over this outcome. Challenges exist in the ability to follow through on new enrollment funding at the level of the state, University of North Carolina (UNC) General Administration and NC State. 2014 2014 Page 10 7 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 3: Facilities & Equipment NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.3.1 STANDARD 3: Facilities & Equipment STANDARD 3: FACILITIES Provide a brief description of the major functions of, or activities that take place in the facilities used by the college in fulfilling its mission. Main CVM Building: The Main CVM Building was completed in 1982, and was originally designed to accommodate the majority of the College’s programs under one roof. It comprises 312,400 gross sq. ft. and is divided into six sections: • Section A: Main foyer, Dean’s Suite, Offices of Business and Finance and Human Resources, and the William Rand Kenan, Jr. Veterinary Medical Library (VML). • Section B: New Department Heads’ Administrative Office Suite, 18 faculty offices, two conference rooms, the Firestone Research Laboratories, 3rd floor research laboratories, the Nutrition Service rooms, a multidisciplinary microscope teaching laboratory, a lactation room, the Histopathology Laboratory, South Lecture Theater and Green Commons. • Section C: HWC, 30 faculty offices, 2 conference rooms, Computing Resources, Education Support Services (ESS), Anatomy Laboratory, North Lecture Theater, Blue Commons, and 3rd floor research laboratories. • Section D: Animal Scan (Magnetic Resonance Imaging (MRI) Imaging Facility), HWC, Equine Radiology and Surgery, Clinical Skills/Junior Surgery Laboratory, 4 classrooms, 34 faculty offices, Central Procedures Laboratory (CPL), and 3rd floor research laboratories. • Section E: Houses half of the Equine and Farm Animal Veterinary Center (EFAVC). • Section F: Houses the other half of EFAVC, Autopsy and Laboratory Animal Resources (LAR). The Randall B. Terry, Jr. Companion Animal Veterinary Medical Center (The Terry Center): The 110,000 sq. ft. Terry Center opened in 2011 (FY 2012). It houses the majority of our small animal specialty services. Each clinical specialty area is equipped with state-of-the-art technologies as well as with dedicated teaching space. The Terry Center also contains 33 faculty offices, the Pharmacy, Central Supply, House Officer office space, and multiple conference rooms and teaching spaces. The CVM Research Building: The 100,000 sq. ft. research building was opened in 2005. It is a four floor facility that contains a vivarium, two biosafety level 3 (BSL-3) laboratories, and research programs focusing on infectious disease, genomics, cell biology, immunology, regenerative medicine, and toxicology. Each floor has 9,000 sq. ft. of research laboratory space, 3,000 sq. ft. of offices, 356 sq. ft. of freezers, 1,520 sq. ft. for laboratory support and infrastructure. The Research Building contains 38 faculty offices, six conference rooms, and one seminar room. The Teaching Animal Unit (TAU): Occupies 80 of the 181.5 acres of the CVM campus. The TAU is designed to provide preclinical students with the opportunity to learn farm animal management and preventive health care, while acquiring core skills in each of the TAU species (beef/dairy cattle, goats, horses, and sheep). There is also an off-site 15 acre teaching facility at Reedy Creek which houses 20 non-milking dairy cattle during the fall semester for Dairy and Theriogenology teaching. EFAVC Isolation Unit: Was built in 2003 and consists of three stalls each having its own anteroom for supplies, equipment, and changing. Two additional stalls are available for overflow cases and are used sparingly. Center for Marine Science and Technology (CMAST): Located along Bogue Sound in Morehead City, North Carolina, NC State’s CMAST CMAST is a coastal coastal and and marine marine science science research, research, outreach outreach and and educational educational facility. facility.Established Establishedinin1997, 1997,the the52,000 52,000ft. ft. CMAST facility hosts faculty, faculty, staff staff and and students students from from three threecolleges collegesand andsix sixdepartments, departments,as aswell wellas asstaff stafffrom fromNorth NorthCarolina Carolina Marine Biotechnology Center of Innovation for Economic Development. Development. Equine Health Center at Southern Pines (EHC-SP): EHC-SP is a satellite facility of the NC State CVM Medicine, which offers equine theriogenology, Contagious Equine Metritis (CEM) import quarantine, ophthalmology, and a remote site for equine research animal donations. 12.3.2 Provide an area map that indicates the principal facilities of the college and describe distance and travel time to off-campus facilities. See Appendix 3.2, Figures A, B and C for the location of the CVM on the NC State Campus and the location of the on-and offsite campus facilities of the CVM. The NC State Centennial Biomedical Campus (CBC) houses the CVM, approximately two miles west of the Central Campus of the University. University. The CVM campus is 181.5 acres; approximately 100 acres have been reserved for pasturing of animals, and approximately 80 acres have been used or reserved for building sites. • EHC-SP is 60 miles from the CVM; driving time is 80 minutes. • CMAST is in Morehead City, 220 miles from the CVM; driving time is 3.5 hours. • There are three nearby facilities commonly used by the CVM for large animal clinical instruction: o Reedy Creek Rd. - College of Agriculture and Life Sciences (CALS) Equine Teaching Unit; CVM faculty, house officers, and students care for teaching horses during clinical rotations. Located 2 miles away, driving time 5 minutes. 2014 2014 Page 11 8 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE o o 12.3.3 STANDARD 3: Facilities & Equipment STANDARD 3: FACILITIES Reedy Creek Rd. - TAU Dairy and Theriogenology housing (see details above), jointly operated by NC State and the North Carolina Department of Agriculture and Consumer Services (NCDA & CS). Lake Wheeler Rd. - CALS facility incorporates large scale beef and dairy cattle, poultry, and swine farms. CVM faculty take DVM students and house officers to these farms to provide routine veterinary care. Additionally, CVM faculty participate in research projects at the Lake Wheeler site. Located 8 miles away, driving time 15 minutes. Describe the college's safety plan and facilities management plan including mechanisms documenting compliance. NC State complies with the workplace health and safety standards enacted by the Federal Occupational Safety and Health Administration (OSHA), Environmental Protection Agency (EPA), and the Nuclear Regulatory Commission (NRC), as well as state and local laws and regulations. NC State has an Office of Environmental Health & Public Safety (EH&PS), which is dedicated to the reduction of risks within the NC State community and to the promotion of safety as a value in our university culture. There are seven major elements to NC State’s Environmental Health and Safety programs: programs 1) the education and awareness of the individual employee; 2) identification of the immediate supervisor responsible for keeping the employee apprised of approved procedures and information related to the health and safety of the employee; 3) the principal investigator, who holds the responsibility for work with hazardous substances, radioactive materials, and radiation producing devices, and is therefore responsible to ensure that all work is conducted with full regard for personnel safety and health and in accordance with the laboratory safety plan and any hazardous material approvals; 4) the Department Head, who is responsible for establishing and maintaining a work environment which fosters the appropriate health and safety procedures in all activities of the department; 5) the unit or College Safety Committee, which is the group which audits the general physical conditions and operations of the unit, seeks resolution of recognizable safety and health problems, and acts as the liaison to EH&PS Office; 6) the EH&PS Office which administers the health and safety programs of the University, and which provides professional assistance and expertise to members of the University community in matters of occupational health and safety; and 7) five EH&PS Committees comprised of faculty and staff experts, which provide appropriate input to the EH&PS Office and its component sections, including: Occupational Safety and Health Council, Hazardous Materials Committee, Institutional Biosafety Committee, Radiation Safety Committee and Unit Safety Committees. Radiation Safety: The CVM works closely with EH&PS to insure that the College is in compliance with all university and state regulations regarding radiation safety. This includes the establishment of standard operating procedures such as badge monitoring in the VHC. EH&PS conducts quarterly inspections to ensure that departments are following the outlined procedures. Occupational Health and Safety Program: The EH&PS is also responsible for administering NC State’s Occupational Health and Safety Program for Personnel with Animal Contact. All employees with animal contact must enroll in the program by completing and submitting a Vertebrate Animal Contact Medical Questionnaire. Questionnaire The completed Questionnaire is then sent to Student Health Services (SHS), which is responsible for tracking participation and evaluating risks. After review by SHS, the paperwork is returned to the employee’s supervisor indicating if any additional vaccinations or workplace accommodations are recommended. This program covers nearly all CVM faculty, staff, house officers, and graduate students. The Health and Safety program for veterinary students deviates from the above as follows. Students are not required to submit a questionnaire to SHS, but before starting school they receive information alerting them to potential hazards in the veterinary curriculum, and are advised to contact their own physician, or an SHS physician, with any concerns. In accordance with NC State policy, course syllabi must contain health and safety-related information. Fourth year veterinary students receive a tutorial on safety and security in the VHC prior to the start of clinical rotations and they must verify their participation in the training to the ADAA’s office. Safety and security training for students is also covered in individual hospital and laboratory units during orientation prior to the start of each rotation. Security: Our security implementation has two main components: Access control, and security monitoring. There is an identification (ID) card access and security camera system for most campus buildings. Additionally, the EFAVC and the TAU each maintain a fenced perimeter with ID card access. The card access system requires ID badge scanning to gain entrance to a building, an area within a building, or to protected outside areas (e.g. the EFAVC and TAU). The access provided is both zone and individual specific. In addition to the fenced perimeters, there are specific entry points (doors and breezeway entrances) into the CVM buildings, which are locked after hours and require badge entrance. Typically, doors to the VHC are locked after 5 p.m., so that all clinical small animal traffic is directed to the 24/7 VHC Emergency entrance. The main CVM entrance is locked after 6 p.m. NC State also provides parking lot security: if anyone needs to walk to their car in the parking areas after dark Campus Police will provide an escort on request. 2014 2014 Page 12 9 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 3: Facilities & Equipment STANDARD 3: FACILITIES 12.3.4 Describe the adequacy (pertains to all facilities used by the college whether on-campus or off-campus) of: 12.3.4.a Classroom, laboratories and other instructional environments and related equipment, Classrooms and Seminar Rooms: The CVM Main Building houses two lecture hall classrooms, the North and South Theaters, with a capacity of 100 and 111, respectively. Each room is equipped with fixed writing surfaces, moveable seating, and electrical outlets at each desk. The North and South Theaters have ceiling-mounted projection systems operated from the lecture console, and the audio-visual (A/V) projection systems were recently upgraded (summer 2011) with new digital switching, projection and audio systems. There are two additional large classrooms in the main building: one has a capacity of 100 (D239) and the second has a capacity of 45 (D236). Both D239 and D236 have the same A/V features as the North and South theaters. An additional small classroom is located on the first floor of the Research building (R101) with a capacity of 40 individuals. There are 17 conference/seminar rooms throughout the CVM main building and Research building with capacities of 10-30 for small group teaching. The CVM Library has 5 rooms with a 4-person capacity, and a large room with a 50-person capacity. There are five conference rooms in the Terry Center each with a capacity of 8-14 people. Three rooms (including D236 and D239) have video conferencing capabilities. Mediasite lecture capture technology was installed in the three main classrooms (North Theater, South Theater and D-239). Mediasite is also used to deliver script-driven video library titles. The video library serves as a centralized resource for use in all courses and includes a search tool for locating topics and/or titles. It currently hosts a total of 178 titles and has logged well over 11,000 views to date. Each clinical service in the Terry Center, the HWC and the EFAVC has its own “rounds” room, with a capacity of between 8 and 20 people depending on the size of the service, with conference table and A/V technology for presentations. The rounds rooms serve as instructional space (rounds with students), and as the operational center for the service. Laboratories - Teaching: Laboratory B104 (capacity 100 students) is a microscope teaching laboratory, with 16 large, flat screen monitors, which allow students to view images from virtual microscopy, PowerPoint presentations, or web-based instructional material. The Anatomy Laboratory (capacity 80 students) includes a cadaver storage cooler and freezer, specimen preparation and storage rooms, and a live animal palpation room. Currently, we are accommodating the enrollment increase to 100 students with curricular and scheduling changes where necessary (i.e. In anatomy, the course coordinators schedule 75 students for the gross laboratory while the other 25 students receive focused instruction on non-cadaver anatomy models). An expansion of the anatomy lab to accommodate all 100 students will take place in 2015. The Clinical Skills Laboratory (D235) provides teaching space for physiology, pharmacology, small animal physical exam, small animal surgery, large animal surgery, and several selective course laboratories. All large animal surgical procedures are done on cadaver limbs, except for one terminal pig surgery that is done in 3rd year. The laboratory is partitioned into 14 bays, and is divided by a central door. This provides a “prep end” of the lab, which consists of 6 bays, and a “sterile portion” of the lab which consists of 8 bays. Each bay is equipped with a ceiling mounted surgery light, oxygen and vacuum lines, a work surface and a surgery table. An A/V system allows for separate or simultaneous viewing and recording of surgical procedures with instructor audio via a light head mounted camera and wireless microphone. This A/V content is transmitted to surgical bays via monitors and allows for broadcast of content to the D-239 classroom. This facility conforms to Institutional Animal Care and Use Committee (IACUC) and Association for the Assessment and Accreditation of Laboratory Animal Care (AAALAC) standards and allows neutering of animals from shelters with subsequent adoption ("Perfect Pet Program”). A 400 sq. ft. animal holding and prep area segregates dogs and cats and allows for pre- and post-operation physical exams outside of the surgical suite. The Clinical Pathology Conference Room (C275) is a 373 sq. ft. conference room and microscope laboratory with capacity for 12 people, located in the HWC that has remote access to anywhere in the VHC. It is used for instruction of fourth year students. Other instructional environments and related equipment: The Gross Pathology Laboratory/Amphitheater is a 600 sq. ft. theater space adjacent to the autopsy laboratory, and is used for gross pathology rounds with DVM students, house officers, outside visitors, and clinicians. Library: See Standard 12.5 for a description of the Library and associated computer resources. The ESS is housed in the Main Building in a suite of rooms designated for computer graphic design and photography, 2014 2014 Page 13 10 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 3: Facilities & Equipment STANDARD 3: FACILITIES including medical illustration, video production, and instructional support. The facilities are capable of producing high quality A/V educational material supporting the instructional and academic environment of the CVM. Computing Support and Wireless Network: The CVM has one student Computer Laboratory outside of the library, with 12 workstations, one printer and two group study tables located in the lower level connector tunnel between the CVM main building and VHC. A suite of offices in the main building houses computing support personnel and server rooms are distributed throughout the CVM. All computers in the VHC are configured to access the Hospital Information System (VetView), the Clinical and Diagnostic Laboratory System (Vet View/LABS) and the Radiology Information System (RIS). The College has wireless connectivity in all teaching and common areas (all classrooms, the VHC, commons areas, the cafeteria and library). External wireless coverage includes most of the hearth (grass court in from of Main Building), and equine examination areas. Outlying buildings are connected via hardwire or wireless bridges, including the TAU for Web Cam coverage of animal stalls. 12.3.4.b Teaching hospital(s), pharmacy, diagnostic imaging, diagnostic support services, isolation facilities, intensive/critical care, autopsy, and related equipment, The Veterinary Health Complex (VHC): The VHC consists of the Terry Center, HWC, and EFAVC; approximately 110,000, 36,000 and 40,500 sq. ft. respectively). The Terry Center companion animal specialty hospital was opened in 2011 and is sized to accommodate a capacity of 35,000 accessions/year (currently ~22,000/year), and contains public areas, 33 patient examination rooms, individual specialty practices (Dermatology, Ophthalmology, Oncology, Soft Tissue and Orthopedic Surgery, Cardiology, Neurology, Internal Medicine and Emergency and Critical Care), and ancillary services (Radiation Oncology, Pharmacy, Diagnostic Imaging, General Hospital, Intensive Care Unit (ICU) /Intermediate Care, business office, and faculty offices). There are three multi-use conference rooms, and each clinical service area has a dedicated “rounds room” for student instruction. The HWC opened in summer 2011 and was re-modeled from the hospital space vacated by the move to the Terry Center. It accommodates our General Practice, Nutrition, Behavioral Medicine, Dentistry, Rehabilitation, Theriogenology, Exotic Animal Medicine Service (EAMS), and Clinical Pathology Services. The EFAVC contains a large breezeway, three surgical suites, large examination/treatment areas, and stalls. The Equine Theriogenology Service conducts clinical activities at the EHC-SP. The farm animal section has a limited number of stalls and a bull room for safely working with cattle. The EFAVC also houses the Field Service office and garage. The majority of Food Animal clinical instruction is performed on-site at client farms. Pharmacy: The Pharmacy is located in the center of the Terry Center, and distributes to the HWC and EFAVC through a pneumatic tube system, hand-delivery, and automated dispensing machines (Pyxis units). Five full-time registered pharmacists, two part-time pharmacists, four full-time registered pharmacy technicians, and several part-time clerks are employed. The pharmacy also precepts pharmacy students from numerous pharmacy schools during the 4th year of pharmacy education. The pharmacy is fully licensed by the North Carolina Board of Pharmacy, the North Carolina Department of Human Resources Regulatory Drug Control and the Federal Drug Enforcement Administration. There is after-hours access, limited by proximity card assigned to the house officer on emergency duty, which is monitored by our security service. The pharmacy utilizes a unit dose approach to providing service insuring that medications are administered in a professional and efficient manner. In addition, there is a 2,000 line item formulary with services including a 24-hour controlled substance dispensing module, sterile intravenous admixture service, oncology admixture service, nutrition support service, clinical drug research services, computerized patient medication profiles for inpatients and outpatients and a 140-volume drug information library. Diagnostic Imaging: The Terry Center Diagnostic Imaging Center includes digital radiography and fluoroscopy rooms, an interventional suite with a biplane fluoroscopy unit, an ultrasound room, and a 64 slice Computed Tomography (CT) scanner suite, and offices. The HWC has a digital imaging room, and the EFAVC large animal radiographic studies has a digital radiography suite, ultrasound room, 16 slice CT scanner suite, and nuclear medicine room. The radiology service is entirely digital, enabling real time images to be viewed at any computer located in the CVM. The system is web based with access off campus. The radiology service has a well-developed RIS and Picture Archival Communications System (PACS) which provides for ordering procedures, monitoring procedure status, access and archiving of reports and images. 2014 2014 Page 14 11 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 3: Facilities & Equipment STANDARD 3: FACILITIES The HWC houses the Animal Scan Imaging Center which operates an MRI center (1.5 Tesla) that provides imaging services to the VHC for small animal and equine patients, to CVM researchers, and regional veterinarians. Student involvement includes opportunities for MR imaging VHC hospital patients, and a half day rotation in the Center during the 2-week 4th year radiology block. MR images are archived on the hospital PACS and associated reports are generated in the VHC RIS. Diagnostic Support Services: The main diagnostic support services include Clinical Pathology, Clinical Microbiology, and Histopathology Laboratories. • The Clinical Pathology Laboratory is a teaching/service laboratory providing clinical laboratory testing for client cases in the VHC, and research cases in the CVM. The laboratory serves as a central receiving area for all “send-out” tests. • The Clinical Microbiology Laboratory provides diagnostic tests for bacteria and fungi in VHC patients, and samples from LAR, researchers, and practitioners. The laboratory coordinates routine nosocomial sampling program in the VHC and maintains information on antimicrobial-resistant bacteria cultured from patients. • The Histopathology Laboratory provides a wide array of routine and specialized testing. Isolation Facilities: The VHC has two major isolation facilities: • Small animal isolation unit: Located in the Terry Center, allowing three patients with different infectious diseases to be housed at once, all of which are under negative air pressure. The facility has a separate outside client/patient exam room entrance allowing suspect patients to be separated from the hospital population. There is a preparatory room adjacent to isolation for gowning and supplies. A camera system allows for monitoring any patient in isolation; however, the design of the unit allows for direct observation of all patients. • EFAVC isolation facility: Located separately from the main building and has a three animal capacity with live video monitoring. Two additional isolation units are available for overflow (one for equine and one for farm animal). ICU: The Small Animal ICU in the Terry Center is directed by a staff supervisor and three faculty. The ICU is staffed by 6 fulltime registered veterinary technicians and 5 full-time veterinary assistants who provide 24-hour care, 365 days a year. The unit contains runs and specialized caging units, portable nurses’ stations, four oxygen/environmental control cages, ten electrocardiogram/direct blood pressure monitors, three ventilators, a defibrillator/pacing unit, a therapeutic apheresis and hemodialysis unit, and extensive support equipment. Autopsy Laboratory: The autopsy laboratory contains one hydraulic and three stationary stainless steel tables. There is a photography room, offices with microscopes, desks and computers, two walk-in coolers for holding animal carcasses, an amphitheater, and locker rooms with showers and lavatories for men and women. The Mobile Surgery Unit: The Mobile Surgery Unit allows CVM faculty and students to help shelters state-wide by spay/ neuter services and providing veterinary care for animals that otherwise would not have access to treatment. The volunteer service also provides students with a valuable primary care educational experience. 12.3.4.c Describe the adequacy (pertains to all facilities used by the college whether on-campus or off-campus) of facilities for maintenance of teaching and research animals, Animal holding areas are adequate to meet needs for research and teaching animal use. The CVM is accredited by the AAALAC and all research and teaching animals are on IACUC approved protocols under the care and supervision of two board certified laboratory animal veterinarians. The LAR unit is an administratively centralized service unit with husbandry, veterinary care, and oversight responsibilities for research and teaching animals at the CVM; in addition the TAU has an attending veterinarian appointed from the faculty. LAR directly manages animal holding facilities in one wing (F-section) of the Main CVM building, plus 12 adjacent buildings (five “Finger Barns,” the Hog Barn, Fish Facility II, Oyster Barn, Dog Facilities I, II, and III, and the Research Building Vivarium), and approximately 20 acres of pasture adjacent to the TAU. The CPL is located in the D-section of the CVM building, and is a fully equipped experimental surgery unit for small and large animal surgery. The Research Building Vivarium, constructed in 2005, provides state-of-the-art housing primarily for rodents and small aquatic species. The Heating Ventilation Air Conditioning (HVAC) systems of the main CVM building underwent major refurbishing that was completed in 2008. The HVAC was also replaced in Finger Barn II in 2009 and will need to be upgraded/replaced for the other Finger barns in the future. LAR “outbuildings” (i.e., smaller facilities for animal housing outside the Main Building to the East of the Finger Barns) are generally adequate, but have aging infrastructure. Fish Facility II houses a variety of fish and invertebrate species. The Oyster Barn operates as an invertebrate facility, primarily for fresh water mollusks. The TAU provides veterinary students with a large animal laboratory learning experience under a modern agricultural setting. The pasture space available to the TAU has been reduced with various building projects, and is now at a premium. The TAU 2014 2014 Page 15 12 NC STATE UNIVERSITY STANDARD 3: Facilities & Equipment COLLEGE OF VETERINARY MEDICINE STANDARD 3: FACILITIES Steering Committee is currently developing plans to improve pastures and drainage, and the College is seeking access to new pastures contiguous with the TAU or at the Reedy Creek sites. The College is investing in renovation of the TAU, and we anticipate the need for construction of new animal and teaching spaces in the future. The VHC has excellent facilities and is occasionally utilized for clinical or emergency procedures in research and teaching animals. A number of clinical trials utilizing patient animals are conducted in the VHC. Off campus facilities including CMAST, EHC-SP, and local facilities on Reedy Creek and Lake Wheeler Roads are in good repair and appropriately equipped for their purposes. 12.3.4.d Describe the adequacy of research facilities and equipment, Research laboratory space is currently located in 2 buildings: CVM Main Building and the Research Building. Within the CVM Main Building, the majority of the research laboratory space (24,000 sq. ft.) is located on the third floor. The College has begun an extensive renovation effort and the first phase renovations of the C-wing will be completed by October 2014 as detailed below (section 12.3.6). Additional research space exists in the Firestone laboratories on the first floor B-Wing (5,000 sq. ft.). These laboratories are on the same level as our hospital operations, and well suited to support clinical research. The four floor, 100,000 sq. ft. Research Building is in excellent repair. Generally research space is adequate throughout the College, but with faculty growth and the need to expand our research programs we are embarking on significant renovation and new construction, as described below (12.3.6). The College provides access to shared extensive equipment and upgrade and maintenance of equipment is provided through annual College funding and matching funds for equipment grants. 12.3.4.e Describe the adequacy of administrative and faculty offices, Administrative Offices are housed in A-wing of the main building, and include the offices of the Dean, the three Associate Deans, the three Assistant Deans, and their support staff. These offices are centrally situated within the College. Student Services and Development offices are also co-located in A-Wing. These spaces are adequate, but expansion of the number of staff within Student Services has led to the need for remodeling, as described below (12.3.6). Faculty Offices: In the CVM Main Building there are 71 rooms designated for faculty offices that average 131 sq. ft. each- 25 of these offices were recently renovated and updated. The Research Building and Terry Center have 38 faculty offices, and 33 offices, respectively. In the Research Building, research associates and graduate students are housed in groups of eight. Dedicated house officer space (cubicles) are in the EFAVC (8 cubicles), and upper level connector to the HWC (12 cubicles). 12.3.4.f Describe the adequacy of service areas for students (for example, lounges, cafeteria, etc.), and Outdoor Gathering Spaces: The CVM “Hearth” area, which is between the CVM Main Building, the Terry Center, and the Research Building, is a large, welcoming outdoor space where students often gather. Just off of the Hearth, Port City Java provides comfortable seating for students and staff. In addition, there is another outdoor patio, which serves as a comfortable gathering area for the majority of the year outside the library. Indoor commons areas, rounds rooms, Coffee shop and Cafeteria: There are two commons areas (Blue and Green Commons) in the main building, with comfortable furnishing, and tables and chairs on the adjacent patios. Throughout the CVM there are multiple rounds rooms and seminar spaces with A/V and wireless capacity for use by faculty, staff and students. In the CVM Main Building, there is a full service cafeteria run by NC State Dining Services. The Terry Center houses a Port City Java coffee shop, which provides additional informal meeting space. Lockers and student storage areas: Adequate student lockers are provided throughout the College buildings. One room in the main building has been designated for the Student Chapter of the American Veterinary Medical Association (SCAVMA) office, where numerous large storage lockers are held for use by student clubs. Rounds rooms in the Terry Center, the HWC, and the EFAVC, were designed with “cubbies” for student storage of personal items and books. 12.3.4.g Describe the adequacy of building infrastructure (for example, air handling, vented hoods, etc.). The CVM Main building, Terry Center, and the new Research Building are served by high-pressure steam and chilled water from a central energy plant through a large underground tunnel. The tunnel and associated utilities were completed in 2004 and are sized to accommodate the full future campus build-out as shown on the current master plan. An additional chiller and boiler were added as part of the infrastructure project for the Terry Center. 2014 2014 Page 16 13 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 3: Facilities & Equipment STANDARD 3: FACILITIES The main building underwent a $15M HVAC and electrical renovation in the summer of 2008. The renovation included upgrading LAR and other animal holding areas to meet AAALAC standards. The main building has adequate exhaust for critical areas such as chemical fume hoods, autoclaves, pharmacy, autopsy, and anatomy. The Research Building and Terry Center, and the CMAST building at Morehead City are recently constructed and have excellent infrastructure. Other CVM buildings of older construction include the LAR Finger Barns which, although generally in good condition, will require HVAC replacement in 4 of these 5 buildings in the next few years. Various TAU buildings are undergoing assessment and renovation at this time. 12.3.5 For safety and educational purposes, protocols must be posted in the isolation facilities and the facilities must be used for instruction in isolation procedures (biocontainment). All CVM isolation facility protocols are prominently displayed on the units’ entry doors. Protocols regarding biocontainment and management of infectious disease are outlined in the Infectious Disease Manual, Manual which is available by online access at any time. The CVM’s Infectious Disease Committee reviews these protocols continuously and makes recommendations to the Hospital Board. All students receive training on isolation procedures and biocontainment prior to their 4th year clinical rotations in the senior year orientation and by an online training program. Student rotations on EFAVC, Exotic Animal Medicine Service (EAMS), and Small Animal ICU and Emergency students also receive additional training at the beginning of every block. 12.3.6 Describe current plans for improvement. Administrative space: The student services and development offices will undergo a significant remodel in 2014, which will significantly expand student services space, providing additional office space for staff, and better positioning of the development staff. The entry lobby of A-wing will be remodeled early in 2014 to provide a more contemporary facility, with improved information about the College programs, and way-finding. Teaching space: • Modifications to the HWC will be completed in 2014, including creation of a communications training center for preclinical students with 6 exam rooms and a video control room, and creation of an adjacent 1,150 sq. ft. psychomotor skills lab. • We will expand the anatomy lab in 2015 to accommodate 100 students and add freezer capacity. This can be achieved by re-purposing and remodeling adjacent space vacated on the first floor after the move to the Terry Center and closure of our electron microscopy laboratory pending the creation of a new imaging center in the Flex Building. • We recently completed a long-term building study project for a 140,000 sq. ft. educational building for our DVM and graduate students, with the aim of providing state-of-the-art teaching spaces that can support contemporary learning strategies. This building will include large flexible classroom and laboratory spaces, group and individual study spaces, class home rooms and exercise facilities, and all academic administration and support facilities. Funding for this project has not yet been identified. Research space: Construction will begin in 2014 on a 42,000 sq. ft. Flex Building (developer built, and then leased space to NC State and other tenants) of which the CVM will lease 15,000 sq. ft.. Occupancy is planned for late 2015, and this space will house offices and laboratories for our new Good Manufacturing Practice Regenerative Medicine research facility, and other new faculty hires. In early 2014 the College will remodel 8,000 sq. ft. of research lab space on the 3rd floor (C-Wing) of the main building to create an open lab design with adjoining graduate student shared office space. A long-term plan is under consideration to build a 60,000 sq. ft. building located adjacent to the Finger Barns that will provide shared animal housing for researchers from NC State well as UNC-CH. Clinical space: We are currently negotiating with the College of Agriculture and Life Sciences to expand and renovate their equine facility on Reedy Creek Road to build a joint facility to support undergraduate equine science and DVM professional student equine education. This will lead to moving our equine theriogenology clinical and teaching facility to this site from EHC-SP within the next 2-3 years. 2014 2014 Page 17 14 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 4: Clinical Resources NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.4.1 STANDARD 4: Clinical Resources STANDARD 4: CLINICAL RESOURCES Complete Tables A, B, and C for the past five years and analyze trends for each species (category). See Appendix 4.1 for Tables A, B, and C. Canine and feline case accessions and number of hospitalized days in the VHC have increased from 2007 to 2013 (17.6% and 22.6%, respectively). Equine case accessions have declined modestly over the same time period (10.7%) reflecting the economic state of the equine industry at large. In-house food animal and small ruminant case accessions have continued to be modest (111 cases/year on average) owing to the decreasing demand for individual food animal medical services and increasing urbanization of the Triangle region surrounding NC State. The decline of in-house food animal case accessions in 2011-2012 is attributable to the death of a faculty member resulting in a contracted service schedule. The low numbers of pet bird and other exotic species accessions from 2007 to 2012 are the result of closure of our in-house pet avian/reptile/exotics service in 2004. Students were instructed in these species off-site during this time (see section 12.4.3 for further explanation). The exotic animal medicine service reopened in 2012 in the HWC and the caseload has been slowly increasing over the first year of operation. Ambulatory/field service bovine accessions decreased over the five year reporting period as a result of development of the Triangle region. Porcine and “Other” (poultry) field service cases accessions/animals examined have remained strong components of our program. These data reflect “at-risk” animals (i.e., number of animals in the specific production building at the time of the visit). 12.4.2 Describe and analyze the adequacy of normal and clinically diseased animals (hospitalized, out-patient, field service/ambulatory and production medicine) and how they are used for the DVM teaching program. Within the VHC, students are exposed to a large diverse population of diseased dogs, cats and horses through our specialty services. As the companion animal hospital primarily operates on a referral basis, these cases are more complex than those encountered in routine general practice. From 2008-2012, student exposure to “primary care” companion animal cases occurred through our shelter medicine/Community Campus Partnership Program, Companion Animal Wellness clinics (see section 12.4.3), the Emergency Service, and structured externship programs. In 2012, the HWC was established specifically to address the CVM’s primary and preventative care educational objectives. The equine hospital also operates on a referral basis, although the case complexity is such that “primary care” teaching is possible with many cases. Structured externship experiences are used to provide additional equine primary care instruction. A new equine primary care initiative (four week blocks offered three times a year, preferentially for equine and mixed animal focus students) is being launched in early 2014 and will include a one week core skills rotation at the EHC-SP and the remaining three weeks of this block in a structured externship at one of six selected local equine practices. The closure of the in-house pet avian/reptile service in 2004 was mitigated by developing off-site instructional opportunities (see section 12.4.3) and the new Exotic Animal Medicine Service (EAMS), reopened in 2012, provides student exposure to avian and exotic cases. While in-house food animal accessions have remained relatively modest, considerable instructional opportunities exist on off-campus sites through our field service/ambulatory programs and externship opportunities. 12.4.3 Describe unique clinical educational resources or programs that enhance the educational mission. Community Campus Partnership (CCP) Program: From 2000 to 2011, the CCP was a partnership between the College and Wake County Animal Care, Control and Adoption Center, which shelters more than 17,000 animals annually. This program provided two-week clinical primary care rotations for students to practice routine surgical procedures, diagnosis and treatment of dogs and cats in a shelter setting. The CCP Program also provided care for service dogs, rescue groups, and county shelters throughout North Carolina with the CVM’s Mobile Surgery Unit. The partnership with Wake County Shelter ended in 2011 and this primary care educational objective is now addressed through the HWC (see below). Companion Animal Wellness Clinic: Until 2011, Wellness Clinics were held biweekly in the former small animal VTH staffed by third year professional students, a veterinary technician, and a senior house officer. The services in the Wellness Clinics were limited to vaccination and other routine health care and appointments. In 2011, this clinic expanded to become current General Practice Service, which runs in the HWC. The HWC: Opened in summer 2011 in 56,000 sq. ft. of the vacated small animal VTH after the move to the Terry Center. The HWC was specifically established to provide a primary care experience for veterinary students and includes the following clinical services: companion animal general practice (supported by 3 faculty, 1 resident, 3 technicians), behavioral medicine (1 faculty, 1 resident, 1 technician), dentistry (1 faculty and 1 technician), exotic animal medicine (4 faculty and 1 technician), clinical nutrition (1.5 faculty, 1 resident, 1 intern), rehabilitation and mobility (1 staff veterinarian and 1 technician), and 2014 2014 Page 18 15 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 4: Clinical Resources STANDARD 4: CLINICAL RESOURCES companion animal theriogenology (2 faculty, 2 residents and 1 technician). The nutrition, behavioral medicine, dentistry and theriogenology services support the general practice by formal consults on first opinion cases, participation in structured rounds, and provide the student with exposure to specialty care particularly relevant to primary care practice. A substantial portion of the EAMS caseload is also first opinion. With the exception of the general practice, these clinical services also receive referral cases. The general practice operates as a student-centric primary care practice and is a required rotation for all small animal or mixed animal focus students. The service emphasizes core competencies in clinical skills relevant to primary care (including surgery and medicine), communication, behavioral assessment, basic radiology, nutrition and veterinary pharmacy practice. The “Perfect Pet” Program provides surgical training for veterinary students in the junior year, in which shelter/rescue group dogs and cats are neutered in the Clinical Skills Laboratory under supervision of faculty. Field Service/Ambulatory and Herd Health: Food and production animal faculty have focused the majority of their clinical instruction on elective experiences in the fourth year of the DVM teaching program. These elective experiences are primarily for food and mixed animal practice students who have demonstrated commitment to an area of food animal veterinary medicine. Faculty led electives engage students with a wide variety of clients, including NC State and NCDA & CS farms, commercial swine and poultry operations, and privately owned farms. Additionally, the VHC has a 4th year rotation providing both in-hospital and field service calls for clients and referring veterinarians consisting of small and large ruminants and programmed herd work. Bovine, caprine or ovine farms calls have varied from 406 - 444 over the past five years, with a range of 4,700 - 8,000 animals examined. With few exceptions, North Carolina swine and poultry operations are corporately owned, most with their own in-house professional veterinary consultants (many of whom are our alumni); numerous opportunities are available for our students under the supervision of our faculty to attend calls which are requested by the corporate veterinarians. Faculty and students typically make over 200 ambulatory calls to these swine and poultry operations. The TAU: Provides the opportunity for students to learn farm animal management and preventive health care in in the first three years of the curriculum. Students acquire must-learn skills in each of the TAU species prior to their clinical year. • Facilities Overview: See section 12.3.1. • TAU Farm Structure: The main TAU operation consists of six farm animal species units; beef cattle, dairy cattle, equine, poultry (turkeys in fall, broiler chickens in spring), small ruminant (sheep and goats) and swine (farrow to finish). Each species unit operates as a small scale production farm: o Beef: 16-18 brood cows, 4-6 pregnant heifers and 4-6 replacement heifers managed on pasture with “run-in” shelters and a handling facility. Steers are sold at 6-8 months of age. o Dairy: 22-25 milking Holsteins, 15-17 replacement heifers and 20-25 calves. The dairy unit includes a three stall sideopening milking parlor, a feeding barn, and pastures with shelter. There is a calving lot adjacent to the dairy barn which is equipped with web-linked cameras, and calf hutches are situated on a stone screenings base for hygiene. o Equine: 20-25 mares, one stallion and one gelding; 3-4 mares produce foals yearly. There is an 11-stall barn, in which two of the stalls are foaling stalls equipped with web-linked cameras. The barn is equipped with eight palpation stanchions. The horses are housed in the pastures with individual feeding stocks/shelters. o Poultry: Two separate flocks: 2,000 turkeys housed for 14 weeks in the fall; 4,000 broiler chickens housed for seven weeks in the spring. This unit is a confinement operation that has one house. o Small Ruminant (sheep and goats): 22 ewes producing 40-46 lambs and 22 does producing 40-44 kids per year. Pasture housed with “run-in” shelters, except at parturition when they are housed in a small ruminant barn. o Swine: 22 sows, eight replacement gilts and three boars in a confinement farrow-finish operation that includes a gestation barn, farrowing house, and nursery. There are 3 finisher rooms housing 40-48 finishing pigs each. • TAU Farm Office and Classroom: The TAU Farm Office is located centrally within the farm, and houses farm personnel and an open classroom area which can accommodate 25 students. • TAU Farm Biosecurity: Biosecurity is an important aspect of TAU operation and teaching. Students attending activities on TAU managed properties are required to follow established biosecurity procedures. Students are given a presentation on appropriate procedures during their fall orientations. Zoological Medicine Program: The Zoological Medicine Program includes exotic animal private practice externships, the new EAMS in the HWC, instruction in aquatic animal medicine, wildlife medicine, and zoo practice. These services offer exposure to preventative and population medicine, clinical medicine and surgery, pathology, ecosystem health, regulatory compliance, facilities and personnel management, and research. Six CVM faculty, three zoological medicine residents, and more than 10 adjunct faculty provide a variety of elective clinical experiences. Colonies of companion birds and reptiles are maintained to assist student training. Students can complete rotations focused on wildlife rehabilitation at the North Carolina Zoo and Piedmont Wildlife Center; the CVM Turtle Team provides ongoing experiences in rehabilitation of turtles. Rotations in aquatic 2014 2014 Page 19 16 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 4: Clinical Resources STANDARD 4: CLINICAL RESOURCES animal medicine and sea turtle health management are also available. In addition to CVM based courses, extramural experiences at other zoological facilities, wildlife field studies and private practices are encouraged. Experiences in international zoological medicine are available through the Veterinary International Field studies course. Clinical training in zoological park and wildlife medicine is offered via four-week rotations at the North Carolina Zoo. A clinical Zoological Medicine Service is currently supported in the VHC through the field services unit and underclass and senior students are often included in these endeavors. A clinical contract with the North Carolina Museum of Natural Sciences allows for 24 annual field service visits (and periodic VHC admissions). The field service unit also supports clinical efforts at the three North Carolina Aquariums, Karen Beasley Sea Turtle Hospital, CMAST, North Carolina Wildlife Resources Commission, Bass Pro Shops Inc., Rocky Mount Children’s Museum, and other large-scale clients across the state. 12.4.4 If off-campus clinical instruction sites are used regularly by multiple students, complete Table D and describe the planning, supervision, and monitoring of students; and contracting arrangements for non-institutional based faculty. See Appendix 4.4, Tables D and E. Clinical rotations in equine theriogenology are conducted at our EHC-SP site, and a single rotation in sea turtle medicine is conducted at our CMAST site; rotations are taught solely by our faculty. 12.4.5 Describe the involvement and responsibilities of professional students in the healthcare management of patients (and clients) in clinical programs of the college. The involvement and responsibility of students in the healthcare management of patients and clients in the clinical programs of the College vary among the specific services. For companion animal, equine, and food animal non-emergency referral cases, students are responsible for history taking and physical examination, developing a problem list and differential diagnosis list, diagnostic and therapeutic plan, and discussing this list/plan with a house officer or faculty member. Students are present when informed consent and financial discussions are conducted by the attending clinician. For hospitalized cases, students assume primary responsibility (with clinician oversight) for care and evaluation, ordering and submitting diagnostic tests, performing routine technical procedures such as venipuncture, cystocentesis, catheter placement, fine needle aspirates and biopsy collection, and bone marrow aspirates. Students assist or observe in more complex, invasive, or advanced procedures. Students are also responsible for physical examinations and monitoring of the patient, and daily progress notes and other medical record notations using the Subjective, Objective, Assessment, and Plan or “SOAP” methodology. Students are actively involved in client communications and, for some services, communicate with the referring veterinarian. Students routinely compose a client/referring veterinarian discharge summary, and have the responsibility to discharge the patient and discuss instructions and the follow-up care and plans with the client. In service rounds, students are expected to actively participate in the decision-making process and formulation of diagnostic and treatment plans. All aspects of student involvement in case management processes are closely supervised by staff, house officers, and clinical faculty. A similar approach is taken with students involved in ambulatory/field service food animal services, although the extent to which students participate in “hands-on” activity is greater. By design, students participating in the General Practice have considerably more opportunity and responsibility for “hands-on” activity and perform a greater number of technical, diagnostic, and surgical tasks. The responsibilities of students participating in services without primary patient care vary. For example, students perform complete necropsies under the supervision of a pathology faculty member or resident. In anesthesia, students are responsible for formulating an appropriate anesthetic and monitoring regime, placing a catheter and endotracheal tube, and monitoring of the patient until extubation. Radiology students are responsible for learning the technical aspects of imaging techniques, and interpreting normal and abnormal imaging studies under the supervision of faculty and residents. 12.4.6 Describe how subject-matter experts and clinical resources are integrated into clinical instruction. Our health care teams are composed of subject matter experts including clinical faculty (the majority of whom are boardcertified in their discipline), house officers, and professional nursing staff members who are involved in the clinical instruction of our fourth year students via “on the floor” teaching by means of direct supervision and oversight of the students, daily rounds, and case discussions that include faculty, house officers and students. A wide variety of case material is available for clinical instruction from animals and clients in the VHC, ambulatory services, animals in the TAU, local animal shelters, EHC-SP, and cases seen on externships. Case material is frequently incorporated into didactic lecture and laboratory presentations in the pre-clinical years. In addition, many of our clinical faculty lecture in the basic science courses. 2014 17 NC STATE UNIVERSITY STANDARD 4: Clinical Resources STANDARD 4: CLINICAL RESOURCES COLLEGE OF VETERINARY MEDICINE 12.4.7 Describe the adequacy of the medical records system used for the hospital(s), including field service and/or ambulatory and population medicine. Records must be comprehensive and maintained in an effective retrieval system to efficiently support the teaching, research, and service programs of the college. The VHC utilizes a unit record concept (one number per patient) and the Problem Oriented Medical Record format for documenting clinical information concerning inpatients, outpatients, and field service activity. Field Service/Herd Health records follow the same concept; the only exception being that the entire herd has one unique medical record number. Individual trip call record sheets identify problems with a specific animal. The VHC utilizes UVIS (Universal Veterinary Information Systems) which was implemented in July 2003 and consists of an Oracle database and Oracle forms front-end. Patient/client demographic information is contained within UVIS. Our IT department has developed over 40 web-based applications that interface with UVIS and allow for rapid retrieval and viewing of data. As of summer 2013, the VHC is migrating to VetView, a related program to UVIS that is administered by the University of Georgia; Cornell, and Auburn are other current users. VetView administrators project that a full, web based, electronic medical record module will be implemented in December 2014. The data stored in UVIS is available via browserbased applications. Students and faculty use these applications on a regular basis. When the search is too complicated for the search tool, the Hospital Information System liaison assists with the records retrieval. The medical record group performs approximately 50 record searches annually in support of retrospective case studies. Medical record data is captured via Systematized Nomenclature of Medicine (SNOMED). 12.4.8 Describe how the college has responded to increasing/decreasing clinical resources. Increased referral caseload: The referral caseload has shown steady growth in our companion animal specialty services. The College has responded by increasing numbers of hospital-based technical staff (currently over 200), house officers (currently 80), and faculty with clinical duties (currently 86). This has largely been accomplished through hospital based revenue generation. The opening of the Terry Center provided additional clinical service and instructional space. An important component of each specialty pavilion is a dedicated “rounds” room, located in the clinical space that serves as instructional space; essentially a classroom in the midst of the clinical service operation. Decreases in primary care cases, exotic animal, food animal and equine caseload: • The College has responded to the need for companion animal “primary-care” cases through implementation of a variety of programs including: the companion animal wellness clinic, a community practice/shelter medicine program, and the HWC (all described in 12.4.3), and an increased number of externship opportunities in area private practices. • Until 2012, we responded to closure of the exotics service through off-campus instruction opportunities (see 12.4.3) • Decreasing in-house food animal case accessions have been mitigated by developing additional ambulatory/field service opportunities and developing relationships with state food animal practitioners and farms with case material. • Our equine caseload experienced a 10% reduction compared with pre-2008 numbers, reflecting the nationwide contraction in the demand for equine veterinary services. However, the College considers its equine caseload sufficient for instructional purposes, particularly given the number of students (10-15 students/class) who have selected equine as a focus area. As indicated in 12.4.2, we are expanding our equine primary care educational opportunities. 12.4.9 Describe the means used to maximize the teaching value of each case across the curriculum. Virtually all cases in the VHC clinical operations are used as teaching material for fourth year students. Efforts are made to maximize the teaching value of each case by requiring student involvement and participation and routinely conducting casebased rounds discussions on these cases, and archiving case material in our medical records systems (PACS, UVIS, VetView) for rapid retrieval and broader dissemination. Clinical faculty and house officers encourage students to examine cases on other clinical services with interesting clinical abnormalities. Where appropriate, clients with animals that die or are euthanized in the VHC are counseled as to the benefit of a complete post-mortem examination. Faculty use actual case-based material in Years I-III core curriculum and selectives, and several selectives are designed to introduce clinical material to students in the pre-clinical years. Pre- clinical year students also have the opportunity to take elective, selective, and summer programs that utilize hospitalized cases in the VHC. In addition, faculty and house officers also conduct case based rounds during extracurricular time via student organizations. 2014 2014 Page 21 18 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY STANDARD 5: Library & Information Resources STANDARD 5: LIBRARY & INFORMATIONAL RESOURCES COLLEGE OF VETERINARY MEDICINE 12.5.1 Describe and comment on the adequacy of information retrieval and learning resources. The William Rand Kenan, Jr. Library of Veterinary Medicine (VML) is one of five libraries at NC State. Administered by NC State Libraries, the VML primarily supports students, faculty, and staff in the CVM. The VML also serves agricultural and biomedical scientists, NC State students, alumni and referring veterinarians, animal caregivers, and the public who seek health information that may be used to promote and preserve animal and human health. The VML has a 198 seating capacity (13,700 sq. ft.) and holds more than 40,000 print volumes (including books, bound journals, and media items). Major renovations and improvements to the VML since 2007 include: 1) The addition of six individual study spaces with sliding doors; 2) The installation of built-in technology in all group meeting spaces; 3) The replacement of four-leg and sled-based chair seating with student-selected ergonomic task chair seating in pod-like arrangements; 4) The creation of two group learning and seminar spaces (a 10-seat conference room (A109) and a 50 seat classroom (A101) with an upgraded instructor podium and one whiteboard wall); 5) The installation of mobile carts in A101 which house 24 PC laptops which can be used as a computer lab for web-based instruction or training on the hospital information system; and 6) The addition of 35 seats to accommodate enrollment increase in space created by augmenting online journal back files and storing older volumes in the Libraries’ bookBot robotic book delivery system. Small groups learn together in VML collaborative spaces, all of which are equipped with 52” flat-panel monitors, a PC, and cables for laptop connectivity. Students can create flexible impromptu study areas with one of four wireless A/V carts, as well as by using either large or small mobile whiteboards. PC workstations, providing access to network drives, are located in every other individual carrel. Furthermore, there are workspaces for those who bring computers or borrow one of VML’s 6 PC or 2 Mac laptops. The VML also has a Technology Lending Service, which carries audio-, and video recording devices, cameras, presentation equipment, flash drives, calculators, and multi-device charging stations. These offerings can adapt to student needs through a constant review of students’ recommendations for new/emerging technology. In addition to the onsite VML, NC State Libraries provide current and historical literature on veterinary medicine, human health, life sciences, biomedical engineering, agriculture and animal science, fisheries and wildlife management, animal welfare and the human-animal bond. These and many other topics are acquired by VML patrons through librarian-managed automatic approval plans for major publishers, an e-book purchase-on-demand program, subscriptions to more than 60,000 journals and conference proceedings, and one-time purchases of online books and back issues of veterinary and science publications. CVM students and faculty can request such materials directly, and the system makes daily deliveries to the VML. VML has at least one copy of all course readings on Reserve (2-hour loan). Library staff review each syllabus prior to each semester and ensure that required readings display in the Libraries’ online Reserves system and link to each course in the Learning Management System. Librarians respond to recommendations from the Libraries’ “suggest a purchase” form, the Library and Educational Resources Committee, and direct requests. Enhancements to VML collections since 2007 include a reference collection at the EHC-SP, the donor-funded Bijou Reference Collection in the EFAVC, increased numbers of surgical procedure videos, at least one copy of all reading required for residency programs and specialty board certification exams, the deployment of the Glass Horse anatomy software on all EFAVC computers, remote online access to the Glass Horse and Glass Dog anatomy programs through the NC State Virtual Veterinary Licensing Licensing Examination Examination (NAVLE®) (NAVLE®)study studymaterials. materials. Computing Lab, and multiple North American Veterinary Additionally, as as part part of of the the Triangle Triangle Research ResearchLibraries LibrariesNetwork Network(TRLN) (TRLN)which whichcollectively collectivelyoffers offersaaresearch researchcollection collectionofofmore more Additionally, than 15M volumes, NC State students and faculty can search for and receive requested items within two business days from health sciences and other collections at University of North Carolina-Chapel Hill, Duke University, and North Carolina Central University. They They also also may may obtain obtain materials materials not not in in the NC State State Libraries Libraries through through Tripsaver Tripsaver interlibrary interlibrary loan loan services services at at no no cost; cost; University. non TLRN-articles are generally delivered within 2 business days and books/media within 7-10 days. 12.5.2. Describe the academic credential(s) for the librarian in charge of the library. Kristine Alpi is the Director of the VML since 2008. Ms. Alpi holds an American Library Association-accredited Masters in Library Science and a Masters in Public Health. She shares collection building, instruction, and reference responsibilities with the Associate Director, Dr. Carol Vreeland, who has a DVM and an ALA-accredited Masters in Library Science. Both are members of the Academy of Health Information Professionals, the credentialing program of the Medical Library Association. In 2012, Ms. Alpi and Dr. Vreeland became Adjunct Assistant Professors in CVM’s Department of Population Health and Pathobiology. They have co-authored papers with CVM faculty and actively participate in the professional DVM and graduate curriculum. 2014 19 NC STATE UNIVERSITY & Information Resources STANDARDSTANDARD 5: LIBRARY 5: & Library INFORMATIONAL RESOURCES COLLEGE OF VETERINARY MEDICINE 12.5.3 Briefly describe the availability of learning resources support for faculty and students, including personnel. Learning resources support at the CVM comes from three separate units: The Veterinary Medical Library has three full-time staff—two librarians and one library technician. Trained Trained student student workers workers cover evening/weekend hours. VML troubleshoots library-based technologies and online resources—questions on database searching, citation management, software access, scanning, printing, copyright, connecting to the network, and using display panels in library spaces. VML coordinates with NCSU Libraries Services (Access and Delivery, Collection Management, Information Technology, Digital Library Initiatives, and User Experience, among others), the Office of Information Technology/Wolfprint, Wolfcopy, and CVM Computing Resources to resolve access or user account concerns. VML staff are available in-person and by phone when VML is open, and via email and direct online chat from 8 am – 5 pm Monday-Friday. Research assistance via the Libraries’ online chat service is available 24 hours a day from 8 am Monday to midnight Saturday, and 8 am to midnight on Sunday. VML librarians attend graduate program seminars, seminars for House Officers, and the fourth-year students’ Clinical Conferences, and meet by appointment with faculty and students outside VML. During first year student orientation, library staff engages students in information literacy instruction with a presentation on finding highquality evidence and an active learning scavenger hunt with resources useful for the course, Introduction to Clinical Problem Solving in Veterinary Practice. Librarians also collaborate on critical thinking and active learning exercises in the first-year Careers in Veterinary Medicine course, the second year Epidemiology and Public Health course, and the third year Ethics, Animal Welfare and Social Responsibility course. Finally, librarians interact extensively with students presenting in the fourthyear Clinical Conference capstone course. Students greatly value VML expertise and services and have twice selected VML staff for the Phyllis Edwards Service Award, which recognizes the person or persons (department or group) who have offered their services to the DVM students beyond the call of duty during their four years at the CVM (2011, 2013). The Educational Support Services (ESS) coordinate all learning resources for the DVM curriculum through three programmatic units: • Instructional Technology and Design (ITD) consists of two Instructional Designers/Technologists who assist CVM faculty with design and development of learning objectives and outcome evaluation, provide technical support for digital teaching tools, and improve the instructional design of teaching aids. • The Academic Support Unit (ASU) consists of two Administrative Assistants who provide support for testing services, Open Source Course Learning Management System (Moodle) management, and student evaluation of instruction. • Educational Media and Design (EMD) consists of a Medical Photographer, Medical Illustrator and Animator, and Video Production Specialist, who provide support and expertise to faculty who wish to employ educational media and computer technologies for web and class room use. Computing Resources support CVM classroom A/V needs through a full-time A/V Coordinator who is responsible for the management of CVM conference and classrooms, all of which are equipped with room control panels for managing lights, sound, and projection. The two first-floor theatres and the second-floor D-239 classroom are equipped with Classroom capture (Mediasite) and teleconferencing. A/V assistance is available 7am - 5pm, Monday through Friday, and after-hours arrangements are available. The A/V Coordinator also supervises the student A/V support program, which consists of two specially trained DVM students per class who are paid to be available to assist with A/V technology during course lectures. Many faculty and students use personally owned computers at the CVM. Although CVM Computing Resources does not support personally owned computers, walk-in Mac and PC student support is available at the University level help desk on the NC State main campus. In order to more effectively meet the changing technology needs of our student body, the ADAA has conducted a survey of incoming freshman on their attitudes towards and use of technology since 2006. This technology survey reveals that there are a growing number of students (45% in Class of 2017) who primarily use Macs. Based upon this finding, the ADAA and the VML staff are working to improve support for Mac users. 12.5.4 Describe the methods of access to library information resources for faculty and students when they are on and off campus. During the semester the VML is open seven days/week (Monday-Thursday 6:30 a.m.-11:00 p.m.; Friday 6:30 a.m.-7:00 p.m.; Saturday 11:00 a.m.-7:00 p.m.; Sunday 11:00 a.m.-10:00 p.m.), with hours expanded to 18 hours per day (6 am to midnight) one week prior to and during final exams. These schedules were designed to respond to expansion requests in a survey commissioned by the Library and Educational Resources Committee in spring 2013. The current hours address the expressed 2014 2014 Page 23 20 NC STATE UNIVERSITY STANDARD 5: Library & Information Resources COLLEGE OF VETERINARY MEDICINESTANDARD 5: LIBRARY & INFORMATIONAL RESOURCES needs of the majority of VML students. Within the VML, there are 33 workstations requiring authentication, plus two guest workstations and one quick consult computer that do not require login for patrons to access library information resources. Authenticating to the NC State wireless network from a personal laptop provides access to all online resources for download or printing anywhere in the CVM. Users can scan materials at no charge. Fee-based black and white copying is available, as is printing. Outside VML, the CVM provides a 24-hour access, 12-computer PC lab. Computers and meeting spaces are available longer hours seven days a week (24 hours a day, Sunday-Thursday) in the two main libraries (James B. Hunt Jr. and D. H. Hill) on Centennial and main campuses. Several enhancements provide access to information for faculty and students when studying and seeing patients away from campus. The majority of academic and research journals are available online from at least 1995 to present, and the Libraries purchase an increasing proportion of books in electronic formats. Faculty and students can access resources from any location or device using the NC State Libraries proxy server with user authentication. Resources that are not available remotely are physical items--videos and books for which electronic versions are not available to libraries, and back files to journals such as the Journal of the American Veterinary Medical Association (JAVMA) for which online back files are not available. The VML provides free scanning for faculty, house officers, and students who are off-site. Course materials across the curriculum are available remotely to all students to preview or review content that is part of Lecture Captures (Mediasite), Moodle, or the CVM Skills Video Library. Lectures are recorded by default, though faculty can opt out. Faculty and students also have remote access to software programs for statistical analysis, graphic design, and other functions through the University’s Virtual Computing Lab. 12.5.5 Describe current plans for improvement. Usage of VML outside of Monday-Friday 8am- 5pm is measured by hourly headcounts. These data, along with the VML budget, are discussed annually by the Library and Educational Resources Committee to recommend hours for the next year. For the past 2 years, there have been ongoing efforts to gauge the impact of DVM enrollment increases on seating capacity. VML Staff used Suma (a space assessment toolkit) to collect and analyze observational data on the usage of physical spaces and services during the regular semester and finals. In 2012, VML seating capacity was not exhausted during finals, but all the individual spaces were occupied at highest use times. In fall 2013, seating capacity was monitored and outside of the individual rooms for private study and testing which are often at capacity, the highest recorded area occupancy was 77%. CVM Academic Affairs is considering new space arrangements to accommodate testing. The Hunt Library opened in January 2013 on the NC State Centennial campus, offers many innovative spaces that facilitate collaboration, visualization, immersive display, simulation, and virtual environments between faculty, staff, and students. Instruction and outreach are always evolving. VML librarians have proposed course-integrated active learning exercises to the curriculum committee. A week-long selective co-developed with Dr. April Kedrowicz entitled Marketing Communication and Information Management in Veterinary Practice is proposed for spring 2014. VML supports fourth year students and all clinicians in the Veterinary Health Complex in learning how to provide client education; specifically, the Information Rx program is one way clinicians can prescribe quality information to their clients. Clients can visit the library or staff will locate client information for clinicians or clients on request. 2014 2014 Page 24 21 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 6: Students NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.6.1 STANDARD 6: Students STANDARD 6: STUDENTS Complete Tables A, B, C, and D, and analyze trends. See Appendix 6.1 for Tables A, B, C, and D. Veterinary Medical Program Enrollment in the DVM program incrementally increased from 72 to 80 students in 2006. In 2007, the College applied for an increase in class size to 100, which was approved by the state legislature in 2010 for the Class of 2016. Justification for the increase included an estimated 50% increase in population of North Carolina and the number of North Carolina residents who were qualified to attend NC State-CVM but forced to seek veterinary education at other institutions at a significantly greater cost. Accordingly, the CVM has maintained its allocation ratio and currently admits 80 resident and 20 non-resident applicants. Enrollment increase funding provided by the State of North Carolina has allowed us to maintain the lowest resident tuition, and the seventh highest faculty- to-student ratio of US veterinary colleges (based on American Association of Veterinary Medical Colleges (AAVMC) Comparative Data Report - 2013). The number of minority students has increased from 8.4% to 13.9% during the past 5 years. This 39% increase is attributed to CVM efforts to emphasize diversity in its admissions process, recruit minority students, and maintain a diverse culture as supported by the College’s Director and Assistant Director of Diversity. The number of clinical contract students from Ross, St. George’s and St. Matthew’s Universities has varied between 23 and 36, largely based on clinical block scheduling opportunities. These students are valued for the diverse life experience they bring to the senior year. House Officer Program The number of house officer positions has increased since 2008 from 76 to 80, mostly due to an increase in internships. Our house officer program is highly competitive, with 437 applications for the 19 internship positions and 534 applications for the 26 open residency positions in 2013 Graduate Student Program The number of Resident-Masters (MS) or -Doctor of Philosophy (PhD) students (engaged in concurrent house officer-graduate programs) is stable. The number of Master student positions decreased in FY 2013 due to significant changes in many of NC State’s Master’s programs, de-emphasizing investment in this area; it is unlikely that numbers will increase in the future. Doctoral students in the CVM are enrolled in our own Comparative Biomedical Sciences (CBS) graduate program, or in other campus-wide multi-disciplinary programs. The decline is a temporary reduction driven by a large number (15) of PhD students graduating in 2012-2013: recruitment targets were achieved for 2013-14 and we will increase doctoral student numbers in the future. 12.6.2 Provide a listing of student services. These services must include, but are not limited to, registration, testing, mentoring (advising), counseling, tutoring, peer assistance, and clubs and organizations. Organization: DVM students, graduate students, and house officers are each organized under the direction of a different Associate Dean. DVM students are supported by the Student Services Office, under the direction of the ADAA. Graduate students are supported by the Coordinator for Graduate Programs under the direction of the ADR. The house officer program is managed by the House Officer Program Coordinator under direction of the ADVMS. The Student Services office strives to deliver an appropriate array of strategies to provide professional services that support and encourage student success in achieving academic, career and personal goals. It is staffed by a Director, Assistant Director, Counselor/Psychologist, Director of Diversity, three full-time staff (Admissions Coordinator, Clinical Coordinator and Scheduling Coordinator/Registrar) and one part-time support staff member. This group provides excellent support for the DVM students from pre-admissions to graduation. Student Services also plans and implements major DVM ceremonial events including the White Coat, Oath and Hooding and Graduation. A full listing of student resources may be found here. Registration: The Student Services office registers all all DVM students students for for both both core core and and elective elective classes. classes. They also register students in focus areas and confirm that all course requirements are met for graduation. graduation. Graduate Graduate students students register register for for courses through the University registration registration process (on-line or telephonic registration) registration) with with help help from from the Coordinator Coordinator for for Graduate Programs. All students can use the Student Information System System (SIS) (SIS) to to view schedules, monitor their student account and check the status of financial aid. Testing: forfor Disability Service Office (DSO) Testing: CVM CVM Faculty Faculty supervise supervise testing testing within within courses. courses. Student StudentServices Servicesfacilitates facilitatestesting testing Disability Service Office 2014 2014 Page 25 22 NC STATE UNIVERSITY STANDARD 6: Students COLLEGE OF VETERINARY MEDICINE students with documented accommodations by scheduling appropriate rooms within and outside the College. The Academic Support Unit schedules post exam review sessions and enables students to review their graded exams in a secure environment. Mentoring/Advising: NC State CVM has an active academic mentoring/advising process. The Assistant Director of Student Services assigns a faculty mentor to each DVM student based on the student’s area of interest. Students select a new mentor when they declare a focus area (usually at the beginning of 3rd year). Mentors have access to their mentee’s academic records so they can monitor student progress. In addition to informal contact, mentors contact mentees whenever students achieve a low grade (D or lower) on any major exam. This allows early intervention for students experiencing academic difficulty. The mentors work closely with the Student Services Office, the Faculty Committee on Academic Performance and the ADAA to identify students in need of assistance. Students are also encouraged to use our counseling services for assistance with learning problems and personal issues that may be impacting performance. Scholarships and Financial Aid: The Assistant Director of Student Services helps students navigate financial issues, supported by the University’s Scholarships and Financial Aid office. Students receive advice about financial planning during orientation and during the required course: Success in Veterinary Practice. Student Services also assists students with individual financial planning questions. Scholarships are managed by the Faculty Committee on Scholarships and Awards with coordination by the Assistant Director of Student Services. Scholarship amounts are included in Appendix 6.2, Table A. Tutoring: CVM tutoring services are available for students with academic difficulties and/or learning problems, and are funded through the Academic Affairs Office. Graduate students with a DVM degree, and occasionally house officers are recruited for this purpose. Tutors meet with the student and course coordinator of the courses where students are experiencing difficulty to develop a tutorial plan. Faculty also offer ad hoc review sessions and tutor students. Counseling: CVM counseling services are provided by a full-time licensed counseling psychologist who assists students with academic and adjustment/coping skills, and psychological issues. Students can also use the campus Counseling Center, which additionally offers psychiatric consultation and after-hour emergency coverage. Use of the CVM counseling services has steadily increased, with approximately 20% of the DVM student population currently using services. Primary counseling issues include academic/learning issues, stress/anxiety and depression. In addition to individual sessions, wellness and prevention workshops are offered throughout the semester to help students gain skills in a variety of areas including stress reduction, time management and professional identity development. The counselor also works closely with the DSO to facilitate appropriate evaluation of students eligible for accommodations. Diversity: The Director of Diversity and Multicultural Affairs has a DVM degree and oversees the recruitment of culturally diverse students and works with the Faculty Committee on Diversity and student VOICE chapter (Veterinary Students as One in Culture and Ethnicity) to encourage an accepting environment. The Director serves on the admissions committee and assists with mentorship of minority students. We have admitted and graduated more African American DVMs in the last 5 years than any DVM program other than Tuskegee. Diversity enrollment is described in our diversity report. Student Services assists the director in offering at least three Cultural Awareness modules per semester to DVM students and the CVM community. They also offer yearly workshops to provide exposure to veterinary medicine to middle school children (NC State Summer Veterinary Camp), high achieving minority high school students and their parents (Veterinary Careers Student-Parent Workshop) and K-12 guidance counselors (Counselor Education Program). Student Clubs and Extracurricular Activities: The CVM strongly supports 27 student clubs organized under an active SCAVMA program with faculty advisors. The clubs frequently provide special speaking events and wet laboratories that complement the general curriculum and give students experience with leadership and organizing events. Spring break is scheduled during the annual Student American Veterinary Medical Association (SAVMA) symposium to encourage attendance. Funding for club activities has historically been partly dependent on support from pet food companies, which has declined recently. Because of the important role of these clubs in education, the College now provides direct financial support through the office of the ADAA. Students also participate in the planning and execution of events that interact with the public and members of the veterinary profession. Major College events include the CVM open house, Dog Olympics, the Wolfpack Leadership Conference, and the CVM Annual Research Forum and Litwack Lecture. With assistance from Student Services, DVM students have also formed a Speakers Bureau that provides students the opportunity to speak on veterinary medicine to K-12 and College programs. Veterinary International Programs (VIP): The CVM’s Veterinary International Programs works with the Office of International Services (OIS) on main campus to meet the requirements for student international travel. Faculty may sponsor trips to other 2014 23 STANDARD 6: Students NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 6: STUDENTS countries (e.g. Acupuncture in China) or students may arrange trips on their own. A selective that offers information on international travel is available for interested students (Health and Safety in the Third World). Partial funding is available from specific scholarships, SCAVMA and travel grants provided by the Office of Academic Affairs. The mission of the program is to foster international understanding and be a partner and leader in education, research, clinical medicine and community service. Eighty-three students from the Classes of 2011 through 2016 as well as senior year contract students participated in 97 experiences in 31 countries in this reporting period; overall approximately 25% of our DVM students participate in an international experience. Medical and Legal: Veterinary students are required to have health insurance and are eligible for coverage through the University’s student health care system. All students attending attending NC NC State State have have access access to to aa wide wide range range of of legal legal services, services, including review of employment contracts. Reduced Cost Veterinary Care: The HWC provides low cost primary care to all members of the CVM. While providing a financial benefit, it also allows students to experience veterinary medicine as a client in the same hospital where they will provide similar care as seniors. Specialized veterinary care is also available at a 20% discount in the Terry Center and EFAVC. 12.6.3 Provide a summary of college activities in support of placement of graduates. The DVM curriculum encourages students to plan their DVM career starting with financial aid seminars during orientation. A freshman year course (Careers in Veterinary Medicine), introduces students to the breadth of veterinary medical careers, including post DVM education advice. A required course (Success in Practice) includes information on financial planning, job hunting, interview skills and contract negotiation. Students are encouraged to start networking with potential employers during externships taken during selectives and senior year. Services Office Office maintains a career planning website with frequently frequently asked asked questions and links links to other other planning planning The Student Services websites. They also host workshops on various employment related topics during the year. The Director of Student Services sends several emails monthly with updates and links to information on veterinary career and job placement topics. Student graduating class. The University’s University’s Student Legal Services will will review review Services typically reviews the résumés for 40-50% of the graduating initial employment contracts at the student’s request. Services Office. Office. They They are are then then emailed emailed to to senior senior students students and and Employers can send position announcements to the Student Services posted on the website of the NCVMA Veterinary Career Network page. Employers also target faculty to recruit students with encouraged to use the American Veterinary Veterinary Medical Association (AVMA) specific experience or talents. Students are also encouraged Veterinary Career Center. The College has recently funded a new DVM placement position in Student Services to offer services in in the the future. future. The The primary primary focus focus of of this this position position will will be be assisting assisting DVM DVM students students seeking seeking placements, placements, enhanced career services be offered offered for past graduates. but support will also be 12.6.4 Provide academic catalogue(s) (or an electronic address for this resource) and freshman/upper-class orientation materials. Admitted students students receive receive regular regular email email communication communication from from Student Services, and New Student Orientation Information Information is is Admitted attend a 3-day 3-day orientation orientation program program with with informational, informational, class class bonding, bonding, and social available on-line here. Incoming freshman attend program topics topics are are available available online. online. Admission to the CVM is celebrated with mentors, family and friends at events. Last year’s program a formal White Coat Ceremony during orientation. aatformal White Coat Ceremony during orientation. The CVM Student/Faculty Handbook provides academic standards and guidelines for procedures in the College. The academic calendar, course course schedules schedules and and final final examination examination schedules schedules are are also also available available online. online. Course Course descriptions descriptions are are provided provided by the calendar, NCthe State Catalogue. More complete information, including coursecourse content, schedule, syllabi syllabi and instructor contact by NCCourse State Course Catalogue. More complete information, including content, schedule, and instructor information is available online via Moodle which iswhich password protected. Information for all core courses is provided yearcontact information is available online via Moodle is password protected. Information for all core courses is provided round so current students can review and entering students (freshman and senior year year contract students) can see year-round so current students can review and entering students (freshman and senior contract students) canthe see the curriculum. Guidelines to choosing a Focus Area are available here and descriptions of the Focus Areas are here. The CVM Clinical Competencies are available online. may be found online. The orientation schedules for fourth year students may 2014 2014 Page 27 24 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.6.5 STANDARD 6: Students STANDARD 6: STUDENTS Describe the system used on an ongoing basis to collect student suggestions, comments, and complaints related to the standards for accreditation. The The CVM CVM solicits solicits anonymous anonymousfeedback feedbackand andprovides providesaalink linkto tothe theaccreditation accreditationstandards standardson onthe theDVM DVMCurriculum Curriculumwebpage. webpage.The ADAA and student representatives on the FCCCE ask students to visit the link at least once yearly. In addition, the ADAA meets The ADAA and student representatives on the FCCCE ask students to visit the link at least once yearly. In addition, the ADAA twice each semester with the Student Advisory Council. meets twice each semester with the Student Advisory Council. 12.6.6 Describe current plans for improvement in resources for students. The College currently has plans for several facilities renovations with the intent of improving the student experience. We are planning for the expansion of the Anatomy Laboratory in 2015, to accommodate the recent class expansion. The College also intends to add additional test rooms, a new psychomotor skills laboratory with 24 hour access, and expand Student Services capabilities in job placement, career counseling and alumni programs. Finally, we have developed an initial plan for our long term goal of building a new education building to support contemporary teaching and learning methodologies. 2014 2014 Page 28 25 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 7: Admissions STANDARD 7: Admissions NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.7.1 STANDARD 7: ADMISSIONS State the minimum requirements for admission. The minimum requirements for the professional DVM program are available online. Applicants to NC State CVM are evaluated on academic performance, understanding of the veterinary medical profession, achievements, and professional potential. The University complies with all Federal and State statutes regarding nondiscrimination. To be eligible, undergraduate candidates should be pursuing a baccalaureate degree and meeting all of the requirements and course stipulations of that program. However, an undergraduate degree is not required for admission. Applicants must only complete prerequisite courses to fulfill academic requirements. Candidates are required to have a minimum of 400 hours of clinical, agribusiness/farm, health science or research experience supervised by a DVM or PhD. Candidates are considered academically qualified for admission if they meet the minimum standards, which are: STANDARD Cumulative Grade Point Average (GPA) Required Course GPA Last 45 Credit Hours GPA Graduate Record Exam (GRE) NC RESIDENTS 3.0 3.3 3.3 General Test NON-RESIDENTS 3.4 3.4 3.4 General Test The cumulative GPA includes all College courses. The GPA for the last 45 credit hours goes back a semester at a time. If a student completed 44 credit hours in his/her final three semesters, the College of Veterinary Medicine would go back four semesters to calculate the last 45 credit hours, meaning it may actually be for 46 hours or more. Grades achieved in courses that have been repeated are averaged. Alternative Eligibility Policy (North Carolina residents only): The CVM recognizes that some desirable applicants may not meet the minimum academic standards. Consideration under "Alternative Eligibility" applies only to GPA requirements and not the other admissions requirements. A subcommittee of the Admissions Committee reviews these requests. Students in this category are usually slightly below minimum standards in one GPA category. If the subcommittee feels that the applicant would significantly improve the composition of the class (e.g., unique educational, employment, or life experiences), then the applicant’s folder is forwarded for review. Changes to the Alternative Eligibility Policy since 2008 include: • Effective with the 2011 admissions cycle, only North Carolina Resident applicants will be considered for "alternative eligibility" (i.e. must be a North Carolina resident at the time of application). • Effective with the 2012 admissions cycle, North Carolina Resident applicants will be considered for "alternative eligibility" if the GPA falls below the minimum standard in one GPA category only. Standardized Test Requirement: The GRE score is the total from verbal and quantitative portions of the general test. If an applicant takes the test more than once, the highest total score is used from a single testing date, not the highest of each section. The College does not require a minimum GRE score. Courses hours required for admissions: Required courses must be completed with a grade of “C-” or higher. All but two of the required courses must be completed by the end of the fall semester during which the student applies. The remaining courses must be completed in the spring semester, and cannot be completed in the summer immediately preceding matriculation. Applicants offered admission must submit transcripts by July 1 showing conferral of degree, completion of required courses, or both (if applicable). The College uses the Veterinary Medical Common Application Service (VMCAS), with an October 2 deadline date for application materials. The table below shows required course topics and semester hours. COURSE TOPICS Animal Nutrition Biochemistry Biology with lab (required) Calculus or Logic Chemistry, General with labs Chemistry, Organic with labs Composition & Writing, Public Speaking, Communications Genetics Humanities/Social Sciences Microbiology with lab Physics with labs (must be at least a two-course series) Statistics 2014 2014 SEMESTER HOURS 3 3 or 4 4 3 8 8 6 3 or 4 6 4 8 3 Page 29 26 STANDARD 7: Admissions NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.7.2 STANDARD 7: ADMISSIONS Describe the student selection process, including measures to enhance diversity. Applicants apply through VMCAS and also submit a college-specific online supplemental application form to provide an opportunity for the applicant to express relevant background information and qualifications that are not included in the VMCAS application. The Admissions Committee changes supplemental application questions yearly. Questions are designed to assess the applicant’s critical thinking skills, ethical reasoning and knowledge of the profession. The Director of Diversity serves on the Admissions Committee to present qualified applicants to the committee who could enhance the diversity of the profession. The Director of Diversity is also responsible for recruitment of qualified applicants that offer diversity (e.g., cultural, ethnic, gender, socioeconomic, geographic, etc.) that is underrepresented in the College and the veterinary profession. For additional diversity efforts, see section in 12.6.2. Holistic Review Process: The Admissions Committee is divided into five review teams of three members each. Eligible applicant folders are divided among the teams and each team reviews the same group of applicants. Committee members individually rank their pool of applicants using the criteria listed in 12.7.3, assigning numerical scores. Total ranked scores are then used to determine the final non-resident and resident applicant pools. This scoring system allows reviewers to holistically evaluate applicants in the program. In addition to academic achievement, reviewers can consider all aspects of an applicant’s background and take into consideration unique educational, employment and life experiences, as well as perseverance through personal hardships. • • Non-resident Applicants: Offers are made to non-resident applicants in late December or early January. Approximately 20 non-residents accepted into each class. North Carolina Resident Applicants: Offers are made to North Carolina resident applicants in late February or early March. Approximately 80 residents are accepted into each class. Special Admissions Programs: Three active scholars programs allow tracked admissions into the College. The Food Animal Scholars program is run in conjunction with the Colleges of Agriculture and Life Sciences at NC State and NC Agricultural and Technical State University (NC A&T, a historically black university) and allows admission of up to six scholars per year (average number is 5). The Laboratory Animal Scholars program is run in conjunction with NC A&T and provides space for up to two scholars per year. The Fisheries Health Scholars Program is run in conjunction with multiple departments at NC State and provides space for up to 2 scholars. Any spaces filled by these scholars count toward the targeted total of 100 students per class. Total admitted scholars have been 4-8/year in the past 5 years. 12.7.3 List factors other than academic achievement used as admission criteria. Non-academic factors used as admission criteria include: 1. Veterinary Experience: A minimum of 400 hours of clinical, medical, agribusiness, health science or medical related scientific research experience is required. Experience in three or more different areas of veterinary medicine is recommended. The work must be completed under the supervision of a veterinarian (or PhD scientist if scientific-based research). Applicants are evaluated for duration, level of duties, and diversity of the experiences. 2. Animal Experience: All other animal related experiences are evaluated. Like veterinary experience, animal experience is evaluated on duration with at least 100 hours or more contact time is highly recommended; multiple activities of long duration are preferred. This category does not include pet ownership. 3. Educational Experience: Consideration is given to academic excellence, the course load per term, employment concurrent with school attendance, and participation in intercollegiate athletics. This also includes evaluation of accomplishments such as honors, awards and advanced degrees. 4. Evaluation Forms/Recommendations: Three recommendations are required utilizing the VMCAS Applicant Evaluation forms and a supporting letter from the evaluator. Two must be from veterinarians or PhD scientists with whom the applicant has worked. The admissions committee may contact references directly if further information or clarification is required. Applicants are asked to provide contact information for veterinarians with whom they have worked who did not provide a written VMCAS Applicant Evaluation form. These veterinarians may be contacted at the discretion of the admissions committee evaluators. 5. Personal Statement: Applicants are asked to write a personal statement that will allow the committee to understand: • Something about the applicant as a person. • How the applicant’s interest in veterinary medicine developed within the context of their veterinary and animal-related experiences, what prepared the applicant for a career in veterinary medicine, and their understanding of the profession. 2014 2014 Page 30 27 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 7: Admissions STANDARD 7: ADMISSIONS • 6. 7. The applicant’s career goals and what they currently anticipate doing with a degree in veterinary medicine. Their career goals may change after their experiences within the program, but the committee would like to know what their current interests are and how they would anticipate using their training as a veterinarian. • The statement is also evaluated for maturity, poise, originality and writing skills. Diversity: Applicants are evaluated for the diversity they could bring to the class in terms of location and duration of North Carolina residency, unique educational, employment and life experiences, ethnicity, hardship considerations, and established/demonstrable interest in underrepresented veterinary occupations. Extracurricular and Community Activities: The level, depth of accomplishments, and leadership roles in clubs (college/university), hobby or athletics (intramural, club), and community organizations are also considered. 12.7.4 Complete Table A. See Table A in Appendix 7.1. 12.7.5 Describe current plans for assessing the success of the selection process to meet the mission of the college. With the current selection process, our absolute attrition rate is low (5% or less) and success rate on licensing examinations is high (see Appendix 11). The admissions committee meets yearly in a retreat to review the admissions process and institute changes for the upcoming year. In the past 5 years we have made changes to our alternative eligibility policy, significantly streamlined the admissions process to focus on qualified applicants, and instituted post denial review for unsuccessful applicants. In 2000 applicant interviews were discontinued as it was found that interview scores did not correlate with success in the DVM program. We are currently reconsidering this decision, and taking into account the opportunities interviews offer not only for selecting students, but also for recruiting students and for building relationships between our students and North Carolina DVMs who might help in the interview process. We are also instituting an outcomes review process to examine admissions criteria with academic and post graduate success. 12.7.6. Describe your policies and procedures for admitting transfer students who will receive a degree from your institution, and state the number of transfer students admitted per year for the last five years. Veterinary medical students enrolled and in good standing at AVMA Council on Education accredited institutions can apply to transfer to NC State. Students will only be considered for transfer into semesters 2 through 5 (transfer students must complete the entire junior and senior year at NC State). To be considered for transfer, the curriculum at the school of origin must be very similar to that at NC State and there must be a vacancy in the class. All prospective applicants are encouraged to contact the CVM Admission Coordinator with questions regarding space availability. Specifics regarding the transfer preparation process are publicly available and listed in detail here. The number of transfer students admitted to the CVM for the last 5 years is listed in Table A in Appendix 7.6. 2014 2014 Page 31 28 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 8: Faculty NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.8.1 STANDARD 8: Faculty STANDARD 8: FACULTY Complete Tables A and B, and assess the strengths of the faculty and support staff in fulfilling the college mission. See Appendix 8.1 for Tables A and B. In the past 5 years, budget reductions initially limited recruitment of staff and faculty, but during the past 2 years new funding from enrollment increases, reinvestment funding from the Provost, and clinical revenue has allowed us to add faculty. An analysis of Table A, loss and recruitment of faculty, shows a net loss of 13 faculty positions over the period 2008-2012. These losses are made up of 6 tenure Track positions, 2 Clinical Track Positions, and 5 Research Track positions; the latter category consists of positions generally funded entirely by research grants. Nevertheless, since the end of this reporting period (June 30th, 2012) until the time of writing the College has been able to add a total of 15 new faculty positions with new funding, including 11 Tenure Track positions (7 filled and 5 searches open) and 4 Non-Tenure Track positions (3 filled and one search open). Staff numbers have significantly increased (see Appendix 8.1 Table B). This increase was largely hospital staff increases to accommodate our teaching caseload and administrative staff to support faculty and professional students. The College is fortunate to have a very strong cadre of faculty and staff. An important threat to this strength is the lack of pay raises in recent years, as detailed in Section 12.2.2. The College took advantage of the opportunity to invest matching funds in salary increases in 2013, and has been aggressively pursuing retention of faculty recruited by other employers. Since 2007, the College has invested in several programmatic initiatives in an effort to support our faculty and staff: 1) The creation of eight clinical veterinarian positions within the VHC supporting small animal and equine emergency, Nutrition, Clinical Pathology, Rehabilitation and Mobility and our LAR. These provide service and receive cases in some of the busier services to allow on our faculty to focus on teaching and research; 2) The addition of key staff positions in Academic Affairs (Students Services, Educational Support Services, and Computing Resources) which has allowed our faculty to maximize their productivity and minimize the administrative burden of curricular change and new course development; 3) The investment in course development, particularly focused on innovation and the incorporation of new teaching methodologies; 4) The launch of the SyllaBuilder Project which was used to develop an online platform for collecting syllabus and course content data; and 5) The implementation of the electronic medical record for streamlined record keeping, data retrieval and systematic collection of electronic health information. 12.8.2 State the current number of academic faculty (head count) who possess credentials as listed in Tables C and D. See Appendix 8.2 for Tables C and D. 12.8.3 Assess the challenges for your college in maintaining faculty numbers and quality. In certain disciplines, such as radiology and surgery, it has been challenging to attract and retain board-certified specialists. There is an ever increasing demand for these positions in private practice, offering increased salaries with which we cannot directly compete. We have been very fortunate to maintain and, in some instances, grow disciplines as we continue to attract highly qualified individuals that select NC State because of the quality of its teaching, clinical, outreach, and research programs. In research, our strategy for faculty growth is driven by cluster hires, which are proposed by faculty groups, and competitively compared before funding. The first iteration of this process resulted in funding of two such clusters, and a second round of competition is underway. In order to improve our performance in recruitment and retention, College leadership has conducted administrative retreats focused on faculty mentoring (2012), and best hiring practices (2013). The College has invested more significantly in initial salary offers and in start-up packages during the past 2 years in an effort to stay competitive, and has worked to provide effective retention packages. 12.8.4 Provide information on the loss (what discipline/specialty) and recruitment of faculty (Table A). See Appendix 8.1 for Table A. In clinical and diagnostic services, vacancies were filled in specialty services in the year turnover or the immediate year following for the most part. 2014 2014 Page 32 29 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.8.5 STANDARD 8: Faculty STANDARD 8: FACULTY Provide a concise summary of promotion and tenure policies, and the policy to assure stability for non-tenured, long-term faculty. Faculty are promoted and tenured on the basis of their performance evaluated against the expectations set forth in the “Statement of Mutual Expectations” (SME). The SME is negotiated each year between the faculty member and Department Head to spell out the faculty member’s assigned responsibilities and percentages of effort assigned to each area. All faculty (including non-tenure track) are required to prepare the SME as part of the annual activity report for the previous year and the plan for the next year, all of which are discussed at the annual review session with the Department Head. The promotion and tenure process occurs annually with some actions such as reappointment and tenure being mandatory based on the employee’s tenure clock determined by the employee’s hire date. The employee prepares their dossier demonstrating professional competence in the appropriate mix of responsibilities as defined by each academic unit’s RPT rule and outlined in the SME. It is the responsibility of the department voting faculty (DVF) to participate in this consultation at the departmental level. The DVF has full access to the documentation prepared for each candidate and meets as a group with the Department Head to consider the matter confidentially. A DVF vote is taken with recommendations made to the Department Head. The Department Head then makes a recommendation to the CVM Faculty Committee on RPT, whose responsibility it is to focus on the College RPT standards and procedures. The committee should also address the degree to which it is clear that the department review maintained relevance to departmental standards and procedures. The committee provides a written assessment to the Dean, the content of which must reflect the range of observations expressed about the quality and impact of the faculty member’s accomplishments. The Dean provides his/her written assessment and recommendation, and the final dossier is forwarded to the Provost’s office for review at the University level. Decision letters are mailed to the candidate, Department Head and Dean in early April of every year. All policies and procedures are outlined on our College RPT site. Non-tenure track faculty (Clinical/Teaching/Research Track) are offered 3-year contracts in many instances, and a competitive national search is a requirement for filling such positions. While there is no time-line regarding promotion for these positions, it is an expectation that progress towards Associate and Full Professor status will be encouraged and rewarded appropriately. 12.8.6 Provide an estimate of the weight assigned to promotion/tenure and or compensation for teaching, research, service, or other scholarly activities. In all departments, the weight assigned to each of these areas is directly relevant to the percent effort assigned to faculty in these areas and outlined in the SME. Percent effort is annually examined and altered when job positions and expectations change. For promotion/tenure deliberations and compensation recommendation, each faculty member’s performance is evaluated in light of his/her assigned responsibilities and the weight assigned to each. At NC State “Service” is defined as “Service to the University itself and to professional societies.” Responsibilities for clinical and diagnostic services, such as pathology and patient care in the VHC are defined as a combination of teaching and extension or engagement. 12.8.7 Briefly describe faculty professional development opportunities available in the college/university. All Departments operate faculty mentoring programs for all junior faculty, and the ADR operates a grant mentoring program. The College has charged our recently hired Educationalist with leading new programs to develop faculty teaching skills and practices. Faculty members can take periodic sabbatical leaves at a 6 year interval with full salary support for up to 6 months. Departmental funds are available for professional meeting attendance, although they vary from year to year. Junior faculty can attend a monthly writers group to help them organize their time, write high quality grants, and publish their results. Additional development opportunities include grant writing workshops, teaching workshops, internal research grants and teaching innovation grants. The College hosts numerous outside speakers, through programs such as the Dean’s Seminar series. The College also provides leadership training opportunities, such as the BRIDGES program for women in higher education, and participation in AAVMC leadership training courses. The ADR has recently expanded the research office with a Director of Business and Innovation. This position serves as a resource to faculty by providing workshops/seminars on outreach to industry and cultivating those relationships. In addition, within the last year, two faculty members with expertise in communication and adult education were hired to develop communication and critical thinking course work and to assist faculty with their teaching within the curriculum. Faculty have the opportunity to submit clinical compensation proposals as a means to identify new clinical activity that could be introduced as a VHC clinical service. Funds generated from these activities can be taken as supplemental salary, or used at the discretion of the faculty member to support professional development, resident funding or research for example. 2014 2014 Page 33 30 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.8.8 STANDARD 8: Faculty STANDARD 8: FACULTY Describe current plans or major changes in program direction that would be affected by faculty retirements, recruitment and retention. The CVM is currently undergoing the second year of enrollment expansion which has allowed the College to grow its faculty numbers through a strategic planning process that includes a department based needs assessment, College leadership retreats, and a College-wide competitive cluster-hire proposal process (see below). The CVM anticipates a number of faculty retirements in the next few years, some of whom have been with the College since its opening. These leaders will be difficult to replace, but this is a time when the College has the opportunity for renewal and growth. The VHC continues to thrive although some specialty services are struggling due to retention and recruitment issues in the increasingly competitive market for boarded clinicians and specialists. The establishment of our HWC has added expertise in Behavior, Dentistry, Rehabilitation, and General Practice, with further growth planned. This has significantly expanded the CVM primary care caseload. Establishing a general practice was also an important response to discontinuation of the partnership with the Wake County Shelter, in order to provide primary and preventive care experiences for our students. In 2011, the Chancellor’s Faculty Excellence Programs offered an opportunity to bring a small group of scholars into a strategically important area for the College, translational regenerative medicine. The College used a similar model to develop a College-wide competitive cluster-hire proposal process - the CVM Faculty Excellence Hires in 2012. Two proposals were funded out of this program: 1) Three positions in One Health – Interconnected Animal, Human and Environmental Health and 2) Two positions in Allergy and Itch Research. These recruitments will make a significant contribution to the CVM research mission while providing cutting-edge training opportunities for DVM students and our scientist clinician training program. A new round of proposals for cluster hires was invited from the faculty in 2013. 12.8.9 Describe measures taken to attract and retain a diverse faculty. Our departments have faculty from multiple continents and cultures including Latino, Asian American, and African-American. The College has a faculty committee on diversity whose mission is to develop strategies and actionable items that would help the CVM become a more welcoming environment for diverse populations. Faculty are encouraged to participate in a wide variety of of faculty faculty and and staff staff diversity diversity programs programs and and initiatives initiativesincluding including aa two-day two-day workshop workshop held held on on campus campus offered offeredby bythe the variety University,entitled entitled“Building “Building aa Future Future Faculty”. Faculty”.This ThisisisaaUniversity UniversityDiversity Diversityinitiative initiativeto tohelp helpunderrepresented underrepresentedminorities minorities University, prepare for for faculty faculty positions. positions. Faculty Faculty search search committees committees are are charged chargedwith with identifying identifying minority minority and and female female candidates candidates in in their their prepare recruiting efforts efforts and and in in deliberations deliberations when when making making recommendations recommendations for for interview. interview.In Inaddition, addition,target targetof ofopportunity opportunityhiring hiring recruiting is available and affords departments speed and flexibility in securing outstanding candidates who can help improve the diversity of NC State’s faculty and professional staff. 12.8.10 Describe programs for on-campus delivery of curricular content by individuals not employed full time by the institution (other than occasional guest lecturers), including subjects taught. Estimate the percentage of core curricular content delivered in this way. Non-CVM faculty deliver selective courses on horse handling, equine dentistry, career and business skills, and developing world experiences to small groups of students. This accounts for less than 1% of the total curriculum. 12.8.11 Describe the role of interns, residents, and graduate students in teaching and evaluating veterinary students. The College's interns and residents are integral in the training of our 4th year students during their clinical rotations. This occurs in a graduated manner, with 2nd and 3rd year residents assuming a more active role in the student learning process compared with interns and 1st year residents. Third year residents may lead some didactic round sessions during the block, and take a more active role in case based rounds sessions with the students. We emphasize the importance of their role in student training to all our house officers during orientation, and this is reinforced by the faculty throughout their programs. Residents (and in some clinical services, interns), are included in the student evaluation process. Graduate students within the CVM work with DVM students during the summer scholars program, often paired with a student in order to complete a project and provide a professional presentation at the end of the program. Residents and graduate students give a very small number of didactic lectures, the great majority of which are delivered by our faculty. 2014 2014 Page 34 31 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 9: Curriculum STANDARD 9: Curriculum NC STATE UNIVERSITY STANDARD 9: CURRICULUM COLLEGE OF VETERINARY MEDICINE 12.9.1 State the overall objectives of the curriculum and describe how those objectives are integrated into individual courses. NC State’s DVM curriculum is designed to prepare professional students for successful and diverse careers in veterinary medicine. The goals of the professional program are embodied in the College’s four learning outcomes: knowledge, skills, awareness and dedication to life-long learning (see Appendix 9.1, Table A). The DVM curriculum combines a broad based, multispecies core curriculum, with electives that allow students to shape their career path. Students are guided by faculty advisors, and by a Focus Area program, described below, that sets requirements and recommended coursework for entry curriculum level performance in diverse areas of veterinary medicine. Course learning outcomes are mapped to the COE curriculum skills list list and and book book that that students students carry carry concepts (Standard 9). The COE Clinical Competencies (Standard 11) are mapped to a skills for verification of performance by faculty, and are also mapped to Clinical course outcomes. Curriculum Structure Year Core Courses Selectives Vacation First 13 weeks/semester 2 weeks/semester 13.5 weeks (summer) Second 13 weeks/semester 2 weeks/semester 13.5 weeks (summer) Third 13 weeks/semester 2 weeks/semester None Fourth 20 x 2-week clinical rotations None Four 2-weeks blocks available The preclinical phase (Appendix 9.1 Table B) of the program is 3 years long. Each of the first six semesters in the preclinical phase is divided into a 13-week core, followed by 2 weeks of selectives. Selectives are 1 or 2 week long courses, with each week corresponding to one academic credit hour. Selectives are designed to emphasize practical aspects of veterinary medicine, professional skills training, and in depth training in research, specialty medicine and other areas. Selectives allow students to explore an area of interest or gain more advanced training in their chosen career path. All students must take the 2 credit “Success in Practice” business and professional skills selective before the clinical year. A list of selectives is provided in 12.9.6 Curriculum Digest. • First year core courses emphasize understanding of the biological and physiological principles that underlie health and function (knowledge). The breadth of veterinary careers (awareness), infectious disease agents and metabolic diseases are also introduced (knowledge). • Second year core courses emphasize the response to disease and disease pathogenesis, diagnosis, epidemiology and zoonosis (knowledge). • Third year core courses emphasize animal welfare, ethics and social responsibility as well as medicine and surgery of multiple species groups combined with critical decision making in the management of well and sick animals (knowledge, skills, life-long learning). • Animal handling, surgery, clinical problem solving and communication are threaded through the core courses in all three pre-clinical years. Focus Areas: Students must declare an intended focus area by September 15th of the third year; year; earlier earlier declaration declaration any any time time after thesemester first semester is optional. include Clinician Scientist (research), Epidemiology and Public Health, after the first is optional. FocusFocus areasareas include Clinician Scientist (research), Epidemiology and Public Health, Equine Equine Practice, Food Animal Production Medicine, Laboratory Medicine, Mixed Animal Practice, Pathology, Small Practice, Food Animal Production Medicine, Laboratory Animal Animal Medicine, Mixed Animal Practice, Pathology, Small Animal Animal Practice or without Avian andAnimal Exotic Animal Emphasis and Zoological Medicine. Focusmatch areasstudents match students Practice with or with without an Aviananand Exotic Emphasis and Zoological Medicine. Focus areas with with mentors, provide a website to guide elective course selection, and provide information on professional societies mentors, provide a website to guide elective course selection, and provide information on professional societies and and extracurricular activities in the area of interest. Focus area leaders update update competency competency skills skills lists lists and and work work with with faculty faculty to to provide selectives electives that complement core curriculum. A primary role focus area is to provide selectives andand electives that complement thethe core curriculum. A primary role of of thethe focus area is to aidaid in in concentrating clinical efforts in the student’s student’s chosen chosen career career path path (see (see course course requirements requirementshere). here).Four Fourfocus focusareas areas(Clinician (Clinician Scientist, Laboratory Animal, Equine Medicine, and Zoological Medicine) have required selectives that students Scientist, Laboratory Animal, Equine Medicine, and Zoological Medicine) have required selectives that students must must complete prior prior to to the the fourth fourth year. complete year. AA number number of of focus focus areas areas offer offer electives electives(optional (optionalcourses) courses)that thatrun runconcurrent concurrentwith withthe the regular semester. See Appendix 9.1, Table C for focus area enrollment. regular semester. See Appendix 9.1, Table C for focus area enrollment. Clinical year training is designed to allow students to apply their medical and professional knowledge and skills in a mentored clinical setting. The clinical year is divided into two-week rotation blocks which range from primary skills training in our HWC and to participation in cutting edge medicine in our specialty hospitals. The specific clinical rotation blocks for each student are dictated by focus area requirements and are selected under the supervision of each student’s focus area mentor. All focus areas require 14-16 core rotations, including required rotations for all students in Radiology, Anesthesia, Autopsy, Clinical Pathology and at least one medicine course, one surgery course, one emergency/critical care course, and one primary care 2014 2014 Page 35 32 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 9: Curriculum STANDARD 9: CURRICULUM course. The remaining 8-10 rotations are chosen by the student under the supervision of the student’s focus area mentor. Externships are available in all focus areas, allowing students to participate in production medicine, private practice, research, and other areas of veterinary medicine. Externships are supervised by course coordinators and must be approved in advance Para-curricular Activities: DVM students are encouraged to enhance their own education by organizing extracurricular educational events (life-long learning). Through funding from SCAVMA, donors and the ADAA, students offer a large number of lunch seminars, after-hours wet labs and multi-day experiences. They also participate as volunteers or attendees in many of the College’s continuing education activities. The College also offers a professional meeting selective, where students attend at least 28 hours of CE at approved professional meetings and write a reflective paper about their experience. Threaded materials in core courses: Animal handling, problem solving and surgical skills training are threaded through the curriculum. Surgical training provides a good example of how material may be threaded through curricular and paracurricular experiences. Incoming students learn basic instrument handling and knot tying during freshman orientation, proper hand position during dissection in anatomy (guided by a surgically trained anatomist), and practice on their own and with guided practice during voluntary summer workshops (> 80% attendance). Students must pass a suturing/knot tying test before entering the live animal surgery course in the second year. The live animal surgery course is taught during the second year to give students the skills to participate in the numerous paracurricular surgical opportunities (mobile hospital, externships, club-sponsored wet labs, etc.). Additional surgical courses are taught during 3rd year so that students are prepared for required small animal or equine surgical courses in the fourth year. Students must complete 10 surgeries before graduation, but most complete many more. We will add threaded courses in communication/professional skills and critical thinking in the new curriculum. 12.9.2 Describe major curricular changes that have occurred since the last accreditation. The CVM began a review of the curriculum shortly after the last accreditation visit in 2007. Details of the outcomes assessment and proposed changes in the curriculum are further explained in section 12.9.7 and 12.11. Below is a list of the major curriculum changes that have occurred since the last accreditation: Pre-Clinical Program Curricular Changes 1) An eight credit hour, voluntary, self-study online course in veterinary anatomy was created to allow incoming freshman students to prepare for freshman year during the summer before starting the veterinary curriculum. 2) A 2009 curriculum review determined that it was important for more courses to incorporate case-based discussion in didactic lectures. 3) As a result of Curriculum Committee reviews, the 8 credit hour first-year Physiology courses were restructured to provide content more applicable to medical careers. 4) As a result of Curriculum Committee reviews, the infectious disease courses (virology, microbiology, parasitology and immunology) were integrated into a series of combined courses that include case-based small and large group learning sessions, resulting in a more integrated and medically relevant series of courses. 5) All students receive North Carolina Veterinary Credentialed Responder (VCR) training in the CVM curriculum so that they can respond in the case of a crisis event or emergency throughout the US. This program has become a national model in disaster preparedness training programs. 6) We opened a General Practice Service in our new HWC to deliver training in primary and preventive care. Shelter medicine activities are available via our mobile hospital. Focus Area Curricular Changes 1) A Small Animal/Avian Exotic Animal emphasis area was added to guide students seeking to combine exotic animal medicine with a small animal practice career. This distinguished the focus area from Zoological Medicine, which emphasizes zoo/aquatic/wildlife medicine careers. 2) All focus areas are now required to include a primary care rotation in senior year. 3) A requirement for population medicine training was moved from the senior year and incorporated into TAU courses in the pre-clinical years. This move ensured consistent delivery of teaching material. Clinical Year Curricular Changes 1) Primary care rotations were added in small animal, equine and exotic animal medicine. The new Small Animal General Practice rotation now incorporates standardized training modules including client communication, dentistry, nutrition and behavior, in addition to exposing students to primary care. Clinicians from this rotation participate in the surgical training courses, providing continuity of teaching throughout the curriculum. 2) A new rotation in emergency/critical care was established. 2014 2014 Page 36 33 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.9.3 STANDARD 9: Curriculum STANDARD 9: CURRICULUM Describe the process used for curriculum assessment (including course/instructor evaluation) and the process used to assess curricular overlaps, redundancies, and omissions. Curriculum Committee: The FCCCE is the CVM’s Curriculum Committee. The FCCCE routinely evaluates all courses on a 3-year cycle. Earlier or more frequent reviews are scheduled if 1) the course leader changes; 2) there is a change in course credit hours or major change in content; or, 3) there is a request for review by students, faculty or the ADAA. Course review starts with a standardized online student survey of the course after the end of the semester, and the committee further evaluates courses with a student response rate exceeding 50%. Three person student-faculty teams review the student survey and online course materials and report back for a general committee review. A standardized reporting form is used to report results back to the course coordinator and Department Head. If a course receives an evaluation return of less than 50%, the FCCCE may choose to review or send the summary of the student scores and comments directly to the course coordinator and Department Head. If a course evaluation reveals a particular concern, the chair of the FCCCE and/or the ADAA will meet with the Department Head and course coordinator to resolve issues. The FCCCE may require follow-up reports and will often review the course on a yearly basis until deficiencies are corrected. Instructor Evaluations: In addition to course evaluations, students complete instructor evaluations. All departments have established mechanisms for peer evaluation of instructors and many conduct 360o reviews of clinical teaching. Instructor and peer evaluations are returned directly to the faculty member’s department chair and are not seen by the FCCCE. Surveys: Each year, senior students complete a standardized online survey requesting information on employment and their satisfaction with their education. In addition, the Dean of the College conducts exit interviews with the senior students, discussing the overall education process, areas of curricular strength and weakness, and the education environment. The College also surveys alumni at one and five years post-graduation to assess the value of individual courses and the overall curriculum. Alumni are also asked to provide surveys to their employers. These results, as well as results comparing the performance of NC State students vs. national norms on the North American Veterinary Licensing Examination (NAVLE) are used in outcomes analysis of the curriculum (see 12.11.1 for these survey results). 12.9.4 Describe the strengths and weaknesses of the curriculum as a whole. Strengths • The Focus Area Program is a direct result of previous alumni surveys suggesting the need for an increased level of expertise in the new graduate’s area of interest. This change allows students to graduate with increased knowledge and skill in their intended area of work and allows faculty to provide focused mentoring and course offerings. • The TAU offers a broad species based training in all years of the curriculum, ensuring competency in large animal handling and husbandry and an appreciation for food supply medicine. • Teaching innovation grants available internally to faculty for curricular improvements and projects. • Selectives that allow creativity and breadth in the curriculum. • The Veterinary Credentialed Responder (disaster preparedness) training program. • Newly established communications training program. • Newly established HWC, with a curricular emphasis on small animal primary and preventive care training. Weaknesses • Need for more comprehensive (horizontal and vertical) integration among courses • Current lack of formal communication teaching in years 1-3. • Need to increase opportunities for development of critical thinking and lifelong learning skills in years 1-3. • Need to improve business skills training. 12.9.5 Describe preceptor and externship programs (including the evaluation process). Students receive selective and 4th year rotation credit for preceptor and externship experiences, which are organized in individual courses overseen by course coordinators within focus areas. These courses are available to all students regardless of focus area. Participating venues agree to evaluate the student. Standardized application forms, student case log report forms, and grading rubrics are available online. 12.9.6 Curriculum Digest See Appendix 9.1, Table B for the course schedule for pre-clinical years. A curriculum digest for all courses and clinical VMP. rotations can be found here. The NC State Course Bulletin lists all CVM courses under departments: VMB, VMC and VMP. 2014 2014 Page 37 34 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE 12.9.7 STANDARD 9: Curriculum STANDARD 9: CURRICULUM Describe current plans for curricular revisions. The FCCCE completed a review of the DVM curriculum in 2009 that identified opportunities for improvement in integration, flexibility, assessment methods, management of volume of content in didactic lectures, and adoption of more active learning techniques. Specific needs for more training in primary care, surgery, communication and professional skills were also identified. Subsequently the Course Coordinators Group worked the FCCCE to develop a plan for curricular change by reducing some content in core didactic courses to create space for electives and a series of threaded, integrated small group critical thinking and communication/professional skills courses. This plan is now actively in progress and focused on reducing course content in selected Year 1-3 courses. Led by the course coordinator, faculty teams have reviewed the content of each course. These teams included faculty inside and outside the discipline plus faculty who taught “upstream” and “downstream” in the curriculum. More than 60 faculty and external reviewers participated in this process and each course coordinator produced a report identifying content that could be reduced, moved or added. The FCCCE is currently reviewing these reports for final course modification. The course review process will be used for future continuous curriculum review. After FCCCE approval, course revision will roll out starting with freshman year in fall 2014, sophomore year in fall 2015 and Junior Year in fall 2016. Engagement of faculty in the review process is expected to improve both horizontal and vertical integration among courses. In summer 2013, tenure track faculty in education and communication were hired to help with the curriculum revision process and develop new threaded courses in critical thinking and communication/professional skills. The final new curriculum will add the following to the pre-clinical curriculum 1) A threaded one-credit hour Critical Thinking course in all semesters, 2) A threaded Communication/Professional skills course to one semester in the freshman and sophomore year and two semesters in the junior year, and 3) Electives in the sophomore and junior years. In addition, small animal physical examination, ethics and portions of radiology will be taught earlier in the curriculum. 12.9.8 Provide a description of the testing/grading system (scoring range, pass levels, pass/fail) and the procedures for upholding academic standards. The university requires that all parameters used for grading be included in that course’s syllabus. Core pre-professional courses are graded on a letter basis and instructors are required to use the university’s default grading scale: A+ (97-100), A (94-96.99), A- (91-93.99), B+ (88-90.99), B (85-87.99), B- (82-84.99), C+ (79-81.99), C (76-78.99), C- (7375.99), D+ (70-72.99), D (67-69.99), D- (64-66.99), F (<64). Selectives are graded as satisfactory/unsatisfactory. Clinical rotations are graded as honors/pass/marginal/fail (See Table B, Appendix 11.1.c for definitions of the clinical rotation evaluation criteria). Academic standards are published in the Academic Handbook and upheld by the Faculty Committee on Academic Performance and Student Conduct (FCAPSC) and the ADAA. Briefly, faculty notify the chair of FCAPSC if midterm grade performance is less than a C- and the chair contacts the student’s advisor. The advisor is again notified if a student receives a final grade that is less than C-. The advisor is again notified if a student receives a final grade that is less than C-. A student receiving two D’s, unsatisfactory or marginal grades in a single semester is required to meet with FCAPSC and placed on “Academic Warning” in the next semester. Students are automatically dismissed if they receive a “fail” at any time, a “D” or “marginal” grade while on academic warning or a total of four “D”s or “marginal” grades during the entire DVM curriculum. Dismissed students can meet with FCAPSC and petition for readmission. The final decision for readmission is made by the ADAA and students are placed on “Academic Probation” in the next semester if readmitted. Students may not progress from the sophomore to junior or junior to senior year unless their cumulative GPA is >≥ 2.00. 2014 2014 Page 38 35 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 10: Research Programs NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 10: Research Programs STANDARD 10: RESEARCH 12.10.1 Describe up to five programs of research emphasis and excellence that integrate with and strengthen the professional program. 1. DVM Student Engagement in Research: The CVM enjoys strong DVM student engagement in research through several programs described below (section 12.10.3b), including research selective opportunities, summer student training opportunities (Veterinary Scholars Program), and our DVM/PhD program. As a result 36% - 44% of our students actively participated in at least one of these research programs during their professional program in the past 5 years. 2. Centers for Comparative Medicine and Translational Research (CCMTR) and Center for Chemical Toxicology Research and Pharmacokinetics (CCTRP): The College houses two University Centers. Centers. The The CCMTR’s CCMTR’s mission mission isis to to promote promotescientific scientific discovery and facilitate facilitate its its clinical clinical application application to to achieve achieve the the goal goal of of improving improving the the health health of of animals animals and and humans. humans. This This is is a unique center that brings researchers throughout the universityand andfrom fromsurrounding surroundingmedical medicalschools schoolstotothe theNorth North a unique center that brings researchers throughout the university Carolina State CVM to engage engage them them in in translational translational applications applications of of their their research. research.The The CCTRP’s CCTRP’smission missionisisto toperform perform scientific research on the structure and function of skin focused focused on on transdermal transdermal drug drug delivery, delivery,cutaneous cutaneoustoxicology, toxicology, metabolism and pharmacokinetics employing innovative innovative animal animal models models and and other other pharmacokinetic pharmacokinetic research. research. Both Both programs enhance the educational experience of veterinary veterinary students students by by providing providing them them exposure exposure to to aa breadth breadthof of biomedical research. Center faculty participate participate in in the the Veterinary Veterinary Scholars ScholarsProgram, Program,and andserve serveas asgraduate graduatementors mentorswithin within the DVM/PhD program. 3. complex One Health: The College has a significant leadership role in One Health, the concept describing the complex interrelationship involving involving ecosystem ecosystem health health and and the the health health and and wellbeing wellbeing of of wildlife, wildlife, domestic domesticanimals, animals,and andhumans. humans. College’s research research in in all all three three departments departmentsand andall allaspects aspectsof of the the The concept of One Health is woven into all areas of the College’s Health within within the the College College enhances enhances the the veterinary veterinary curriculum, and is a core strength of the CCMTR. The focus on One Health to be able to relate relate the the importance importance of of veterinary veterinary medicine medicine to to animal, animal, human humanand medical education by preparing students to ecosystem health in allinaspects of their career. Veterinary medical students who are interested in thisinfocus and ecosystem health all aspects of their career. Veterinary medical students whoparticularly are particularly interested this can participate in twoinelectives, one that a weekly evening coursecourse that includes students and faculty from the Duke focus can participate two electives, oneisthat is a weekly evening that includes students and faculty from theand University of North Carolina schools and a second whichone is a which Population Health Forum. Duke and University of Northmedical Carolina medical schools andone a second is a Population Health Forum. 4. Faculty of of Excellence Excellence Hires: Hires: In In 2012 2012 the the College College initiated initiatedaahiring hiringprogram programfor forthe the College of Veterinary Medicine Faculty faculty into into clusters, clusters, based based on on faculty facultyproposals proposalsin inaacompetitive competitiveprocess. process.The recruitment and hiring of research intensive faculty The goals of program the program to create research intensive faculty positions to transform the College’s research goals of the werewere to create research intensive faculty positions to transform the College’s research performance, increase interdisciplinary research and promote enterprises crossing departmental, college and performance, increase interdisciplinary researchcollaborative and promoteresearch collaborative research enterprises crossing departmental, institutional boundaries. boundaries. The first twoThe clusters wereclusters approved in approved 2013, withinfive faculty to be filled over the next college and institutional first two were 2013, withpositions five faculty positions to be filled 2over years an allergy immunology and ancluster, infectious and translational cluster. Another cluster theinnext 2 yearsand in an allergy andcluster, immunology anddisease an infectious disease andgenomics translational genomics cluster. was funded through the University Excellence FundsExcellence in the areaFunds of regenerative Importantly, all Another cluster was funded throughChancellor’s the University Chancellor’s in the areamedicine. of regenerative medicine. of these faculty positions will bepositions integrallywill involved in teaching the DVM curriculum. The involvement of these faculty of Importantly, all of these faculty be integrally involved in teaching the DVM curriculum. The involvement members within the professional curriculum willcurriculum enhance students’ education by exposing to experts whoto these faculty members within thestudent professional student will enhance students’ educationthem by exposing them are leading their field. in their field. experts whothe arediscoveries leading theindiscoveries 5. Comparative Biosciences Graduate Graduate Program: Program: The The College College has has aa doctoral doctoral program programin incomparative comparativebiomedical biomedicalsciences sciences (CBS). This interdisciplinary program offers offers concentration concentrationareas areasin incell cellbiology, biology,immunology, immunology,pharmacology, pharmacology,infectious infectious diseases, pathology, pathology, and and population population medicine. medicine. ItIt isis organized organized to to train trainveterinarians veterinariansin inbiomedical biomedicalresearch researchand and60% 60%of ofthe the students are veterinarians or veterinary veterinary students. students. In In addition addition to to the the core core graduate graduatecourses, courses,monthly monthlyseminars seminarsare areprovided in teaching grant writing and careerand development. Twelve of Twelve the students the CBSinprogram veterinary provided in techniques, teaching techniques, grant writing career development. of theinstudents the CBSare program are students a combined combined integrates students at students various stages veterinaryinstudents in a DVM/PhD combined program. DVM/PhDThe program. TheDVM/PhD combined program DVM/PhD programthese integrates these at within veterinary providing exposure to biomedical and researchers to all students. to all variousthe stages within curriculum the veterinary curriculum providing exposureresearch to biomedical research and researchers students. 12.10.2 Provide evidence for the breadth and quality of the college research program, including: 12.10.2.a The number of individual faculty members within each department involved in research, total research FTE, and research productivity (tabulate below for each of the last three years). See Table A in Appendix 10.2.a. 12.10.2.b A description (one page or less) of other measures of faculty research activity (e.g., faculty participation and presentation of original research in scientific meetings, involvement of faculty in panels, advisory boards or commissions, and national and international research awards received). As a part of their academic appointment, CVM faculty members are expected to develop creative, independent and 2014 2014 Page 39 36 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 10: Research Programs STANDARD 10: RESEARCH productive basic and/or clinically oriented research programs. Measures of research activity include 1) grants and contracts awarded, 2) numbers and quality of professional/scientific publications, 3) intramural and extramural collaborations, 4) graduate student training, 5) mentoring in research, 6) participation at scientific meetings, 7) service on grant review boards and journal editorial boards, 8) service in leadership positions of scholarly organizations and associations, 9) awards and honors received. Notable measures of CVM research activity (2010-2013) are listed below: 2010-11 • • • • • In the years 2010-2011, CVM faculty were awarded 183 extramurally sponsored grants for a total of $ 9,713,667. The division of the funding was as follows: 75% federal, 13% foundation, 10% industry and 2% state funding. The college provided $ 53,245.00 in four intramural grants to be used for seed funding for larger extramurally funded projects. Faculty published 324 manuscripts. Several were published in the highest impact journal in the categories of nanoscience and nanotechnology and multidisciplinary sciences, others were accepted into a journal ranked in the top 10 for the categories of infectious disease, virology, toxicology and parasitology. CVM Faculty presented 297 abstracts at national research meetings and were invited to give 326 research presentations. CVM faculty were recognized with several national research awards including the National Institutes of Health (NIH) National Heart, Lung, and Blood Institute (NHLBI) Merit Award, Gold Medal Level of Service to the Association for Research in Vision and Ophthalmology, Fellow of the American Federation for Aging Research, Hero of Medicine by the American College of Veterinary Internal Medicine and the Lloyd E Davis Award for the American Academy of Pharmacology and Therapeutics. CVM Faculty were appointed or elected to 104 study sections, national advisory councils and editorial boards. CVM Faculty filed 15 Patents, Inventions and executed licenses. The College awarded 10 MS and 9 PhD degrees and had 80 continuing graduate students (62 Doctoral and 18 Masters). A CVM graduate student was awarded the Young Investigator Award at the Merial NIH National Scholars Symposium. 2011-2012 • • • • • In the years 2011-2012, CVM faculty were awarded 165 extramurally sponsored grants for a total of $ 9,700,193. The division of the funding was as follows: 70% federal, 11% foundation, 18% industry and 1% state. The College awarded a total of $ 23,306.00 in intramural funding. Faculty published 382 manuscripts. Several were published in high impact journals in the categories of gastroenterology and multidisciplinary sciences, others were accepted into journals ranked in the top ten for the categories of infectious disease, medicinal chemistry, gastroenterology, ecology and biotechnology and applied microbiology. CVM Faculty presented 244 abstracts at national research meetings and 397 invited research presentations. CVM faculty were recognized with national research awards including the Takeda Research Award for Experimental Biology, the Applied Equine Research Award from the World Equestrian Veterinary Association and the American Veterinary Medical Foundation/Winn Feline Foundation Research Award for contributions to advancing feline research. Faculty were appointed or elected to 63 study sections, national advisory councils and editorial boards NC State CVM Faculty filed 26 Patents, Inventions and executed licenses. The College awarded 7 MS and 5 PHD degrees and had 81 continuing graduate students (64 Doctoral and 17 Masters). 2012-2013 • • • • • 2014 In the years 2012-2013, CVM faculty were awarded 142 extramurally sponsored grants for a total of $ 7,644,493. The division of the funding was as follows: 61% federal, 13% foundation, 20% industry and 6% state. The College awarded a total of $ 195,057.00 in intramural funding for 13 seed grants. Faculty published 297 manuscripts. Several were published in the highest impact journal in the categories of gastroenterology and multidisciplinary sciences, others were published in a journal ranked in the top ten for the categories of hematology, infectious disease, microbiology, toxicology, virology, and development. Faculty presented 317 abstracts at national research meetings and were invited to give 362 research presentations. CVM faculty were recognized with national research awards including the Lloyd E. Davis Award, American Academy of Veterinary Pharmacology and Therapeutics Award and the World Small Animal Veterinarian Association Hill’s Excellence in Veterinary Healthcare Award. Faculty were appointed to 42 study sections, national advisory councils and editorial boards. CVM Faculty filed 24 Patents, Inventions and executed licenses. The College awarded 4 MS and 15 PhD degrees and had 65 continuing graduate students (56 Doctoral and 9 Masters). A CVM graduate student was awarded the Young Investigator Award at the Merial NIH National Scholars Symposium. 2014 Page 40 37 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 10: Research Programs STANDARD 10: RESEARCH 12.10.3 Describe the impact of the overall research program on the professional program and students, including: 12.10.3.a The percentage of professional students in the graduating class who have actively participated in research projects during their professional program. The College offers a variety of different opportunities for students to become involved in research projects during their training. These range from research selective opportunities that provide students with a 1-2 week rotation in a research laboratory to work on a research project, summer student training opportunities (Veterinary Scholars Program) that provide a 10 week experience in a research laboratory, and a DVM/PhD program where veterinary students complete both the DVM and PhD programs within a 7-9 year span. In the past five years, the percentage of professional students who have actively participated in at least one of these research programs during their professional program has ranged from 36% - 44%, as documented in Appendix 10.3.a, Table A. 12.10.3.b A description (one page maximum) of programs that facilitate veterinary student research and link professional and graduate education. Veterinary Scholars Program: The Veterinary Scholars Program is a summer research internship program for 1st and 2nd year veterinary medical students. The goals of the program are to promote advanced study, research, and other scholarly activities of veterinary students; to encourage students to consider careers in academic or industrial veterinary medicine or comparative biomedical research; to enrich the foundation of veterinary practice with scientific principles, evidence based decision making and problem solving skills; and, provide opportunities for mentored research experience. Veterinary students have the opportunity to spend 10 weeks in the summer doing mentored clinical or basic science research in any of a number of biomedical laboratories located within the College. The laboratory experience is supplemented with weekly seminars on topics including study design, bioethics, statistical analysis and manuscript preparation, field trips, and a judged oral or poster presentation at the College’s annual research day. The program hosts an average of 30 veterinary students every year. Students are paid a stipend during the 10 week experience which is funded through a variety of different mechanisms including an NIH T35 program, the Merial Veterinary Scholars Program, private donations and College funds. Student mentors are selected from faculty researchers within the College who are re-evaluated annually by students and the program directors to ensure the best possible educational experience. Mentors stay in touch with the students throughout the year following the summer program and assist with the development of student presentations at the College research day. In many cases, the student remains involved with the mentor and the research laboratory for the duration of their experience at the College. Clinician Scientist Focus Area: The College offers DVM students an opportunity to select a Focus Area to increase their depth of training in their intended area of post-graduate activity. The Clinician Scientist Focus Area (CSFA) provides veterinary students with research opportunities that combine clinical and basic science experiences. There are seven students enrolled in the CSFA at this time. Students who wish to pursue careers involving basic science or clinical research, or those interested in pursuing academic careers as veterinary specialists benefit from experiences in the CSFA. This focus area teaches the fundamental skills of scientific critical thinking and communication (written and oral), gives exposure to bench and clinical research, and offers insight into career choices involving research in veterinary medicine. Students who participate in this focus area choose a faculty advisory committee to help develop a program that will meet their interests. Participating students are required to take “Introduction to Research” in the fall of their first year. The following summer they are required to participate in the College’s ten week Veterinary Scholar’s Program. In the 2nd and 3rd years they are encouraged to take additional Research Selectives which are intended to provide students with a range of research opportunities from basic laboratory experiences to more advanced technical training. Research selectives are generally limited to a maximum of 12 students and many only allow 1-2 students to participate at a time to provide the greatest opportunity for a hands-on research experience. In the 4th year they are required to take a total of 6 blocks (12 weeks) of approved research externships/experiences. At the completion of the 4th year research experience they prepare a written summary of the Clinician Scientist Focus Area experience. DVM/PhD Program: In 2007 the College formalized a multi-disciplinary, multi-College DVM/PhD Program that provides clinical and research training necessary to produce the leaders of the next generation of veterinary clinician scientists. The focus of the program is flexibility and integration, emphasizing seamless transition between veterinary studies and graduate work while promoting integration between the two curricula. The CVM emphasizes basic and clinical research using an array of in vitro approaches and animal models of veterinary and human disease. The research environment relies on collaborations between clinician scientists and basic scientists. This team approach is intended to produce researchers destined to expand the frontiers of veterinary and human medicine. Students in the DVM/PhD program spend their first year 2014 2014 Page 41 38 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 10: Research Programs STANDARD 10: RESEARCH in the doctoral program in a research laboratory of their interest and then enter the veterinary curriculum for 2 years. They return to their research laboratory and the doctoral program in the summer of their second year of veterinary school and remain in the doctoral program until their graduate work is completed (typically 2-3 years). After completion of their graduate work they rejoin the professional curriculum for the final 3rd and 4th years. The College has 12 students in this program at this time and will graduate its first student in spring 2014. 12.10.3.c Number of graduates engaged in research five years after graduation and other pertinent data to demonstrate the impact of the overall research program. More than 30% of students actively engage in research activities and projects through the Clinician Scientist Focus Area, the Summer Veterinary Scholars Program, or the DVM/PhD program. A 5 year post-graduation survey of students who participated in programs identified in Table A, Appendix 10.3.a, is presented in Table A, Appendix 10.3.c. Amongst this cohort of students with previous research experience during their DVM education, 18-27% reported that they were engaged in research five years after graduation. We have not conducted similar studies for the entire class, although this will be implemented from this point. In addition to encouraging some students to take up research as part of their careers, the College believes that one of the most important goals of student research activity is to give them an appreciation for the importance of research to the advancement of medicine, and to provide exposure to research study design and basic interpretation of scientific data. 12.10.3.d Plans for enhancing the impact of college research on the veterinary professional program College Research Day: The College annual research day has consisted predominantly of presentations of oral abstracts and posters by the students who are involved in summer research programs and the graduate students. The ADR and CVM Research Committee have recently developed additional educational opportunities directed specifically to veterinary students throughout the day. These include lectures from researchers on why they chose a research career and how their research impacts veterinary medicine as well as an innovation contest to encourage students to come up with novel innovations and technology that might impact veterinary medicine. Although the program initially conflicted with course scheduling, the College’s curriculum committee has now worked with the schedule of the spring semester courses to allow for College wide participation in the day. 2014 2014 Page 42 39 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 11: Assessment & Outcomes STANDARD 11: Assessment & Outcomes NC STATE UNIVERSITY STANDARD 11: OUTCOMES COLLEGE OF VETERINARY MEDICINE 12.11.1 Student educational outcomes must include, but are not limited to: 12.11.1.a NAVLE® school score report data and passage rates over the past five years (Table A), Table A. NAVLE® School Score Report Data and Pass Rates Year 2008 2009 2010 2011 2012 2013 Students taking the exam 75 75 77 77 77 71 Students passing the exam (%) 71 (99%) 69 (92%) 73 (95%) 77 (100%) 72 (94%) 68 (96%) Average Score 507 517 536 552 526 531 12.11.1.b Student attrition rates with reasons (Table B), Table B. Student Attrition Rates with Reasons Entering Class Attrition* Reason for Relative Attrition Absolute Attrition** Academic Personal DVM/PhD Number Percentage 2009 5 4 1 3 3.75% 2010 7 1 6 4 5.00% 2011 4 1 3 2 2.50% 2012 7 1 4 2 2 2.47% 2013 11 4 4 3 4 5.00% * Student who are withdrawing from the program or moving to a different (earlier) class. ** Students who leave and never return. Absolute attrition rates have been less than or equal to 5% for the past 5 years. The Class of 2013 experienced higher attrition when 4 students experienced poor academic performance (2 were permanently dismissed and 2 joined the class of 2014), 4 students left for personal medical reasons (2 permanently and 2 deferred to the Class of 2014) and 3 entered the PhD portion of the DVM/PhD program and will return to the DVM program at a later date. 12.11.1.c The learning objectives for each of the nine listed competencies, and a summary of the analysis of evidencebased data collected for each of the nine listed competencies used to ensure that graduates are prepared for entry level practice, In 2005, the College used available competency lists and a consensus process to develop a Clinical Competencies Checklist of observed skills for each of the 9 AVMA clinical competencies. The skills are mapped to courses so that the students and the faculty have assurance that the students have opportunities to complete the skills. Skills are signed off after direct observation of competency. The number of times a skill must be signed off varies from 1 to 5, depending on the technical difficulty and importance of the skill. A list of these skills is available available here. here. The first class to complete the Checklist was the Class of 2009. Their results were used to guide the refining of the skill list, the sign-off process and the goal for the percentage of skills to be completed. This goal was set at 85% and gradually increased to 90%, where it will remain (Table A; Appendix 11.1.c). The majority of skills are readily completed because the students are well supported by a video library of skills, direct feedback while performing the skills, and adequate opportunity to practice. As detailed in the interim reports, underperforming skills (unsatisfactory completion rate) are tracked each year and this tracking is used to improve the process. Once an underperforming skill has been identified, the Focus Area Leaders, course coordinators and student representatives are consulted and these skills are 1) dropped from future lists, 2) replaced with a different skill or 3) the opportunity to practice is improved. Direct observation during the sign offs and analysis of the station exam results allows the instructors to determine which skills are difficult for the students. The teaching of these skills can then be modified. Examples of skills that appear to be difficult for the students and which require constant attention to the number of opportunities for practice and coaching, include suturing skills, toweling and draping, medical math, and correctly assembling or troubleshooting anesthesia machines. Modifications to increase practice/coaching have included augmenting/editing skill 2014 2014 Page 43 40 NC STATE UNIVERSITY STANDARD 11: Assessment & Outcomes COLLEGE OF VETERINARY MEDICINE STANDARD 11: OUTCOMES videos to clarify difficult points, adding a number of after hour surgery skill sessions led by the student surgery club and experienced instructors, modification of courses to add review sessions, low stress surgical models or cadaver practice before moving into actual surgery, giving students medical math practice sheets and building anesthesia puzzle tests for the students to reason through and solve. We are in the process of developing a clinical skills lab, which will further increase the opportunity for hands-on practice of technical skills using models. In addition to the use of the clinical competency books, 4th year rotations have been asked to identify learning outcomes that include an assessment of at least one core skill that will be directly observed and graded with a performance rubric. These the 99 competencies competencies to to assure assure that that all all competencies competencies are are covered. covered. See See the the map map of of current current skills will be mapped to each of the competencies. The direct observation of clinical competencies measures completion of specific skills. In order to assess student competencies in a more global fashion, a standardized rubric that maps to behavioral categories was developed for 360degree assessment of 4th year students (See Table B, Appendix 11.1c). Since initiation in 2007, there have been some modifications of the standard rubric for specific courses to allow more precision, but each rubric assessment is mapped to the standard rubric. The number of marginal grades for each category is the most useful measurement to assess if students need more preparation in one area or another (See Table C, Appendix 11.1.c). Overall, for the years 2008-2013, the categories with the most marginal grades were problem solving skills/judgment and knowledge base. One focus of the curriculum change is to develop additional training in these two areas. 12.11.1.d Employment rates of graduates (within one year of graduation), The CVM evaluates recent graduate employment through senior student surveys conducted in the final six weeks of the senior year, comparison of similar data collected by the AVMA with national rates, and surveys of alumni at one year after graduation (See Appendix 11.1.d, Tables A, B, C). The alumni survey asks if the graduate was employed within 3 months of graduation. The AVMA survey shows a drop in percentage of students that had received a job offer during 2011 and 2012 and a drop in number of job offers starting in 2010 that stabilized at ~1.6/graduate. These numbers increased in 2013, in both North Carolina and nationally. Other parameters, including number of job offers and percent accepting a job that matched preference for employment was similar from 2008-2013, indicating students could find the job of their preference if made an offer. The NC State senior exit survey mirrors the AVMA data, with no students receiving 5 or more job offers after 2009. Alumni data shows an approximate 10-12% decrease in employment at 3-months after graduation for the classes most recently surveyed in 2011 and 2012 (83.9 and 82.9% respectively), as compared with 95-100% employment in 2007-2009. The drop in employment could be explained by the national recession. We will continue to monitor employment to see if the improvement noted in the 2013 survey continues. To address employment issues we are revising curriculum to make students more marketable by improving communication and business training; areas, which scored lower or were cited as key skills in alumni and employer surveys (See Sections 11.1.e and f). We are also increasing support for training students in job related skills and assisting job placement. We are cognizant of debt burden DVM students encounter and therefore monitor the debt of our students. The AVMA data allows a national comparison and shows that our students graduate with considerably less debt than the national average (e.g. in 2013 mean debt for our students was 62.4% of the national mean). See Appendix 11.1, Table D for details. 12.11.1.e Assessments of graduating seniors; and assessments of alumni at some post-graduation point (for example, three and/or five years post-graduation) assessing educational preparedness and employment satisfaction, Graduating seniors’ evaluations of their educational experiences are assessed in the senior exit survey (Table A and B in Appendix 11.1e). Overall, 74-80% of the students rate the curriculum in the excellent/very good category. Student satisfaction with the curriculum increased with each year of the curriculum. Students (and alumni) rated the selective experience and TAU highly; confirming the value of these unique programs. Senior year course evaluations were modified to evaluate senior rotation learning outcomes for the Class of 2013, and in the first year they were highly satisfied with learning outcomes and their ability to achieve them (Table C in Appendix 11.1e). Among alumni, 92.5-100% were satisfied or very satisfied with their experience at the College of Veterinary Medicine (Table D, Appendix 11.1.e). Component areas received a mean score of 4.0 (good) or above except for Career Planning and some years for Classroom Facilities, Library Computer Facilities and Laboratory Facilities. Career Planning received the lowest scores (average) and will be addressed by increasing personnel and support in this area. Although overall satisfaction was good, alumni survey data indicated several areas in which they felt poorly prepared, including primary care diseases (i.e. feline 2014 2014 Page 44 41 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 11: Assessment & Outcomes STANDARD 11: OUTCOMES urinary tract obstruction, anal sac disease, cat abscesses), preventative medicine protocols (vaccination, parasite control, nutrition), routine non-elective surgery (gastrostomy, enterotomy, cystotomy, splenectomy, laceration repair), client communication (especially difficult clients), emergency procedures and surgery, providing options for cost-conscious clients, dentistry, equine technical skills (equine practitioners only), and routine cytology (ear cytology, UA sediments). Additional data gathered in alumni surveys include comments on material that should be removed from or added to the curriculum. Areas that were repeatedly mentioned for removal or reduction were embryology (eliminate or combine with other course), histology (too detailed), immunology and infectious organism courses (reduce, combine, make more clinically relevant), nutrition (not applicable to large animal practitioners), courses focused on large animal (theriogenology, population medicine, food animal or equine courses for small animal focused individuals), epidemiology, behavior (largely from large animal practitioners, since focus was small animal), toxicology (reduce) and evidence based medicine (wrong place in curriculum). Areas repeatedly cited as needing to be added were dentistry, communications, business, clinically relevant behavior, clinically relevant nutrition, hands-on practice with primary care practice techniques and non-elective surgery, repeated exposure to primary care problems and cases, emergency techniques and medicine, species-specific courses for students who plan on entering a specific area of practice, and case-based courses (especially in second and third years). The College is incorporating this input in its planning for the new curriculum. 12.11.1.f Assessments of employers of graduates to determine satisfaction with the graduates, See Table A, Appendix 11.1.f for the mean rating of employee’s performance compared to graduates respondent has hired from other Universities. Employer surveys are mailed each year for graduates at one and five years after graduation. Return rates are low so data was combined for each year. Overall, employers have rated our graduates above average (3.7-3.9/5). Component skills were all at or above 4.0/5 except for surgical skills, business knowledge, and some years for leadership skills, ability to work with employees from all levels of business, and ability to accurately assess when to consult or refer a case. We used this data to guide decisions to address business knowledge and leadership with a new series of communication and professional skills courses to be coordinated by a new communication faculty member. We increased exposure to surgery and primary care in the senior year by expanding our general practice rotation and will add another general practice/surgery faculty member in 2014 to further support this activity. 12.11.1.g Assessments of faculty (and other instructors, for example interns and residents) related to such subjects as adequacy of clinical resources, facilities and equipment, library and information resources, etc.; and preparedness of students entering phases of education, and See Appendix 11.1.g., Tables A, B, C, and D for the survey results. In December 2013, the faculty were surveyed regarding the adequacy of College resources and student preparation before and after finishing the pre-clinical and clinical phases of the curriculum. Surveys were completed by 61 out of the 140 faculty in the College (44% response rate). Of the 61 who responded to the question, 13 (21%) had taught in the College for less than five years, 10 (16%) for 5-10 years, and 38 (62 %) for more than 10 years. Overall, most of the responding faculty felt that the overall preparedness of students was adequate to excellent for each year of the curriculum. Cited concerns centered on basic knowledge gaps and inadequate didactic lecture time (Table A, Appendix 11.1.g). When asked to rate overall facilities and equipment, 91% of the faculty rated them as adequate or excellent; 9% (5/57 respondents) felt that the main lecture theaters were outdated and the teaching laboratory space and equipment was insufficient for a class size of 100 students. Cited strengths of the facility and equipment were the Terry Center (particularly the integrated service rounds rooms), the available IT support, and recent A/V upgrades to the lecture halls, the TAU and the newly renovated HWC. Concerns cited revolved around the CVM aging facilities and space needs, particularly regarding the TAU, the anatomy laboratory, the EFAVC, and the two main large lecture theaters (Appendix 11.1.g, Table B). When asked to rate the overall library and information resources, 95% of the faculty rated them as very good or excellent and they specifically cited the Director of the VML and her staff as being exceptionally knowledgeable and extremely responsive (Appendix 11.1.g, Table C). When asked to rate the adequacy of the clinical resources that they used, 93% of the faculty rated the VHC caseload as being adequate to excellent for teaching veterinary students, however, concerns exist regarding the equine and farm animal caseload (Appendix 11.1g, Table D). When asked if there were other areas of concern 43% (23/53) answered “yes”. The concerns most commonly expressed were 2014 2014 Page 45 42 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 11: Assessment & Outcomes STANDARD 11: OUTCOMES regarding the ongoing curricular change, the enrollment increase and expansion of class size, the busy and complex caseload of the Terry Center, the need for an augmented primary care caseload, the increasing cost of veterinary education, and work/life balance issues for faculty and staff. 12.11.1.h Additional assessment that might assist the college in benchmarking its educational program. Oversight and benchmarking of NC State’s education program is provided by ADAA and the FCCCE. Each course taught in the DVM curriculum is holistically reviewed and assessed by the FCCCE every three years. Extramural learning opportunities are monitored through both the student’s evaluation of the experience and the mentor’s evaluation of the student and the experience by the Student Services Office and the Extramural Course Coordinators. Faculty teaching ability is assessed by reviewing student instructor evaluations and peer evaluation of teaching. The graduate and residency programs are monitored by the CBS Graduate Studies Committee and the Faculty Committee on House Officer Programs (FCHOP), using tracking of the number of applicants for advanced training positions, programmatic reviews and exit interviews. Each individual residency program tracks the certification board pass rate for its residents and the employment opportunities. The Hospital Board tracks the hospital caseload, hospital revenue, client satisfaction and referring veterinarian satisfaction. Maximizing the quality of the hospital experience exposes students to a busy, positive hospital environment. Each hospital rotation is evaluated using online course and instructor evaluations. Since 1997, DVM students have been offered a wide variety of 1-2 week elective courses, called selectives. Selectives provide flexibility and unique learning opportunities for DVM students but require considerable faculty effort and expense. To assess the impact on student learning, we routinely survey our alumni and also polled all enrolled DVM students in 2009. The data shows that selectives are considered valuable or extremely valuable by over 90% of alumni (Appendix 11.1.h, Table A). 12.11.2 Institutional outcomes. 12.11.2.a Describe how the college evaluates progress in meeting its mission (for example, benchmarking with other institutions, etc.), As described in the Executive Summary and Objectives of this report, the College has undertaken a comprehensive strategic planning process which will guide College decision-making to achieve our mission, realize our vision and sustain values. Our strategic goals will be tied to university and College wide metrics and targets. The College compares itself to a group of peer institutions with highly successful veterinary programs (i.e. Cornell, University of California – Davis, Colorado State University, The Ohio State University, University of Pennsylvania, and University of Wisconsin-Madison) using the AAVMC Comparative Data Report. Data compared and evaluated included faculty numbers, student numbers, entering student GPA and GRE scores, diversity of faculty and students, tuition, total budget, state appropriations, research expenditures, development (endowment and current gifts), patient visits, and mean student debts. 12.11.2.b Describe the adequacy of resources and organizational structure to meet the educational purposes (Dean should provide), The College is well served in this regard, with an excellent and committed cadre of faculty and staff, a strong and engaged organizational structure, several unique resources (such as the TAU, outstanding facilities and the CCMTR), and an excellent clinical training environment. We are negotiating a complex evolution of our curriculum, seeking to adopt contemporary practices, and rebalance our efforts towards active learning and introduce new concepts that are essential skills for the current workplace. This process also creates challenges as we seek balance in the curriculum. Provided our faculty and staff remain actively engaged in the process we can be confident of success. As we look to the future, our educational facilities need to keep pace with our aspiration to provide the best possible programs. We will continually seek to renovate and modify our existing facilities, but we must plan for the next major facility project, and that is likely to be an educational building. 12.11.2.c Describe outcomes assessed for college activities that are meaningful for the overall educational process (for example, scholarly activity of the faculty, faculty awards, faculty and staff perception of teaching resources, student satisfaction with the educational program, teaching improvement benchmarks, and others). If your program assesses other outcomes, briefly describe the results, and The CVM has many distinguished faculty and members of the CVM community who are recognized at the University, state, national and international level. College faculty are also well represented in leadership positions at several veterinary specialty organizations. Our faculty members also serve as editors of many scholarly journals and have authored numerous 2014 2014 Page 46 43 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE STANDARD 11: Assessment & Outcomes STANDARD 11: OUTCOMES textbooks between 2008-2013. Numbers and types of intramural and extramural grants and contracts awarded to faculty, numbers and quality of peer-review publications and service on NIH study sections are indicators of faculty success in biomedical research (see Appendix 10.2.a, Table A for notable measures of CVM research activity for the last three years). Among US institutions with veterinary colleges, NC State ranks 6th in citations per publication (4.28) and 5th in total number of citations (3652) to its 853 publications in the subject category of Veterinary Sciences in Web of Science from 2008-2012. Our faculty and staff also are sought after for speaking at and participation in regional, national and international continuing education events. Many of our faculty are leaders in their specialty professional organizations. VHC Client Survey Results indicate many satisfied clients and the overall excellence of our clinical operations. 12.11.2.d Describe how outcomes findings are used by the college to improve the educational program (give examples). The College uses outcomes findings in a number of ways to improve the educational program. An important example is the curricular review process used to revise the Year 1-3 curriculum and described in Section 12.9.7. The outcomes of this process are changes designed to: 1) create a better integrated curriculum that provides additional electives and improved training in communication, professional skills and critical thinking; and 2) an improved process for continuous review of the curriculum to facilitate responsive changes. Expected outcomes are greater job satisfaction, performance and employability of our graduates. Survey responses from alumni indicated that some felt unprepared for primary care medicine and surgery. A task force was charged with evaluating this area and outcomes included 1) a requirement that all focus areas include a primary care rotation; 2) the establishment of a general practice within the HWC to address training in small and exotic animal medicine primary care; and 3) the establishment of a primary care rotation in equine medicine that combines CVM and private practice experiences. Employment and alumni survey data showed that students need more help in preparing for employment and job placement. Staff in Student Services increased efforts in this area in 2012 and the College has allocated funds to hire an administrative assistant to enhance these services in 2014. We will use employment and alumni survey data to track the outcome. In fall 2013, the College conducted a systematic review of senior year clinical rotations. An instructional technologist and educationalist evaluated learning outcomes and assessments for each of the major clinical rotations. The office of the ADAA is in the process of evaluating data and creating an implementation plan for more direct observation and assessment of the major competencies. The College is also modifying our student assessment system to provide faster feedback. Moving forward, the College has created an Outcomes Committee comprised of the ADAA, the Chairs of the Curriculum, Academic Performance and Admissions Committees, and selected faculty to review outcomes data on a biannual basis. The College is also in the process of hiring a doctoral level Director of Academic Outcomes and Assessment to provide guidance for conducting continuous programmatic review, and enhance computerized support to track outcomes and assessment. 2014 2014 Page 47 44 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE Appendix Dean College of Education Dean College of Sciences Dean College of Design Dean Poole College of Management Dean College of Agriculture & Life Sciences Dean College of Textiles Dean College of Engineering Dean College of Veterinary Medicine Dean College of Humanities & Social Sciences Vice Provost & Director NCSU Libraries Dean College of Natural Resources Dean The Graduate School Vice Chancellor University Advancement 45 Athletics External Affairs Internal Audit Park Scholarships Special Events APPENDIX 1: Organization Board of Trustees Vice Chancellor Research, Innovation & Economic Development Senior Vice Provost Institutional Research & Planning Provost & Executive Vice Chancellor Vice Chancellor & Dean Academic & Student Affairs Vice Chancellor Information Technology Senior Vice Provost Academic Outreach & Entrepreneurship General Counsel Chancellor President The University of North Carolina Board of Governors The University of North Carolina Senior Vice Provost Academic Strategy & Resource Management Vice Chancellor Finance & Business 2014 9/2013 \\ anization Chart of North Carolina State University – September 2013 Appendix 1.3 Organizational Chart of NC State Figure A. NC State University Organizational Chart (September 2013). COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY NC STATE UNIVERSITY APPENDIX 1: ORGANIZATION APPENDIX 1: ORGANIZATION APPENDIX 1: Organization Appendix 1.3 (continued) COLLEGE OF VETERINARY MEDICINE Appendix 1.3 (continued) Table A. University Administrative Leadership for NC State. Table A. University Administrative Leadership for NC State. Title Name Title Name Title Name Chancellor W. Randolph Woodson Chancellor W. Randolph Woodson Provost and Vice Chancellor for Academic Affairs Warwick Arden Provost and Vice Chancellor for Academic Affairs Warwick Arden Vice Chancellors Vice Chancellors Vice Chancellor, Finance and Business Charles Leffler Vice Chancellor, Finance and Business Charles Leffler Vice Chancellor & General Counsel Eileen S. Goldgeier Vice Chancellor & General Counsel Eileen S. Goldgeier Vice Chancellor, Information Technology Marc I. Hoit Vice Chancellor, Information Technology Marc I. Hoit Vice Chancellor, Research, Innovation Terri L. Lomax Vice Chancellor, Research, Innovation Terri L. Lomax & Economic Development & Economic Development Vice Chancellor, University Advancement Kevin Howell (Interim) Vice Chancellor, University Advancement Kevin Howell (Interim) Sr. Vice Provosts, Vice Provosts, Directors Sr. Vice Provosts, Vice Provosts, Directors Vice Provost, Institutional Equity and Diversity Joanne G. Woodard Vice Provost, Institutional Equity and Diversity Joanne G. Woodard Vice Provost, Faculty Affairs Betsey Brown Vice Provost, Faculty Affairs Betsey Brown Director, University Planning & Analysis Karen Helm Director, University Planning & Analysis Karen Helm Sr. Vice Provost for Academic Strategy Duane Larick Sr. Vice Provost for Academic Strategy Duane Larick & Resource Management & Resource Management Sr. Vice Provost for Academic Outreach Thomas Miller Sr. Vice Provost for Academic Outreach Thomas Miller Vice Provost, Academic Resource Management David Bristol Vice Provost, Academic Resource Management David Bristol Vice Chancellor and Dean, Academic & Student Affairs Mike Mullen Vice Chancellor and Dean, Academic & Student Affairs Mike Mullen Deans and Vice Provosts Deans and Vice Provosts College of Agriculture & Life Sciences Rich Linton College of Agriculture & Life Sciences Rich Linton College of Design Marvin Malecha College of Design Marvin Malecha College of Education M. Jayne Fleener College of Education M. Jayne Fleener College of Engineering Louis Martin-Vega College of Engineering Louis Martin-Vega College of Humanities & Social Sciences Jeffery Braden College of Humanities & Social Sciences Jeffery Braden College of Natural Resources Mary Watzin College of Natural Resources Mary Watzin College of Sciences Daniel Solomon College of Sciences Daniel Solomon College of Textiles A. Blanton Godfrey College of Textiles A. Blanton Godfrey College of Veterinary Medicine D. Paul Lunn College of Veterinary Medicine D. Paul Lunn Poole College of Management Ira Weiss Poole College of Management Ira Weiss The Graduate School Rebeca Rufty (Interim) The Graduate School Rebeca Rufty (Interim) NC State Libraries Susan Nutter NC State Libraries Susan Nutter 2014 2014 2014 Page 49 Page 49 46 2014 (MBS) Website Coordinator Equine Health Center Ken Satterwhite Site Director Dane Johnston Continuing Education and Outreach Medical Photography Medical Illustration Video Production Educational Media and Design Thomas Krupa Dave Green Jim Brawley Jock Tate College Communications Veterinary Health Complex Administrator Dianne Dunning Academic Support Jeannine Moga Social Worker Betsy Taylor Instructional Technology and Design Counselor Dan McWhorter Pharmacy Gigi Davidson Allen Cannedy Accounting Manager Greta Johansen Assistant Dean for Business & Finance Diversity and Minority Affairs Jeffrey Huckel Student Services Sheri Renno Assistant Dean CVM Human Resources Educational Support Services Computing Resources Kristine Alpi Library (TAU) Teaching Animal Unit Livestock and Poultry (LAR) Laboratory Animal Resources Research Facilities Support Research Grants Administrator Business and Innovation Sam Jones Comparative Biomedical Sciences Graduate Program (CBS) Kathryn Meurs Keven Flammer Michael Davidson Assistant Dean College Relations Associate Dean and Director of Research and Graduate Programs Associate Dean and Director of Academic Affairs Programs/Services Departments Offices Administration Associate Dean and Director of Veterinary Medical Services Chris McGahan (PHP) Malcolm Roberts (DoCS) Lizette Hardie Jorge Piedrahita Center for Comparative Medicine and Translational Research (CCMTR) Molecular Biomedical Sciences Paul Lunn Dean 47 APPENDIX 1: Organization Population Health & Pathobiology Kelly Wick Executive Assistant Department of Clinical Sciences Susan Lilly Executive Director of Development Figure A. CVM Organizational Chart ((January 2014). Appendix 1.4 Organizational NC State CVM COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY APPENDIX 1: Organization NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE Table A. Title, Name, and Assignment of the Dean’s Cabinet. Title, Name Assignment Dean D. Paul Lunn BVSc, MS, PhD, MRCVS, Dip. ACVIM The Dean is the principal administrative officer of the CVM, head of the faculty and is responsible to the Chancellor through the Provost for the administration of the CVM. This involves the formulation, in consultation with the Dean’s Cabinet, of recommendations to the Provost for appointments, tenure and promotion. The Dean is responsible for the management of the CVM’s fiscal, physical, and personnel resources, and for the development of academic research, and public service programs consistent with University policies. The Dean will represent the CVM and University in activities and issues of public interest concerning the veterinary profession, the health professions, and agricultural industries. Associate Deans and Directors Academic Affairs (ADAA) Keven Flammer, DVM, DABVP (Avian) Veterinary Medical Services (ADVMS) Michael G. Davidson, DVM, DACVO Research and Graduate Programs (ADR) Kathryn M.Meurs, DVM, PhD, DACVIM (Cardiology) Enterprise Development (ADED)* David Bristol, DVM, DABVP, DACVS Administers matters relating to the organization, planning, and management of the DVM program academic activities, DVM student affairs, the Teaching Animal Unit (TAU), Computing Resources, Educational Support Services, the Counseling and Veterinary Social Work Programs, and Diversity and Minority Affairs. Administers matters relating to the Veterinary Health Complex, Continuing Education and Outreach, the Equine Health Center at Southern Pine and provides oversight to the site management of the CVM Campus and the House Officer Program. Administers matters concerning the organization, development, planning, management of graduate studies and research activities, Laboratory Animal Resources, and the Office of Business and Innovation. Focuses on initiatives supporting our teaching, research, and engagement missions and the continued development of the Centennial Biomedical Campus. * This is a temporary position and not included in the organization chart. Assistant Deans Business and Finance Responsible for the conduct of business affairs of the CVM. Greta M. Johansen, MBA Assistant Dean, College Relations Dianne Dunning, DVM, DrPH, DACVS Assistant Dean, Human Resources Responsible for all CVM communications and outreach strategies, the coordination of college wide community events and assisting with CVM Program Planning, particularly those programs which engage the public. Responsible for human resources oversight of the CVM. Sheri Renno, MEd, SPHR 2014 48 APPENDIX 1: Organization NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE Title, Name Assignment Department Heads Molecular Biomedical Sciences (MBS) Christine McGahan, PhD The Department Head is the chief executive officer of the department and is responsible to the Dean for its administration. The Department Head has a variety of planning and management duties and should seek the counsel of the faculty and delegate appropriate responsibilities. As a faculty member, the Department Head is expected to participate in and contribute to the department’s academic activities. Department of Clinical Sciences (DoCS) Elizabeth Hardie, DVM, PhD, DACVS Population Health and Pathobiology (PHP) Malcolm Roberts, BVSc, PhD, MPH, FRCVS, FACVSc, DACVPM Directors Center of Comparative Medicine and Translational Research (CCMTR) Jorge Piedrahita, PhD Comparative Biomedical Sciences (CBS) Graduate Program The CCMTR Director is responsible for the planning for the center and representing the CCMTR to stakeholders within and outside the University. To encourage, facilitate, and contribute towards the continued development of the CBC at NC State. To establish and support collaborative relationships between the CCMTR and other units across NC State, the UNC system, the Research Triangle Park, and other universities and industries, locally and globally. The Director of the CBS Graduate Program oversees the CBS graduate courses and guides the review of CBS graduate admissions. Sam Jones, DVM, PhD, DACVIM (Internal Medicine) Executive Director, Development The Executive Director of Development is responsible for the managerial oversight of the development office and the NC Veterinary Medical Foundation, Inc. Susan Lilly, MS, CFRE Faculty Senate Senior Senator The Senior and Junior Senators of the CVM represent the College on the NC State University Faculty Senate, which is the sole, all-campus, faculty-elected, representative, and deliberative policy proposing body of the University. Lloyd N. Fleisher, PhD Junior Senator Steven L. Marks, BVSc, MS, MRCVS, DACVIM (Internal Medicine) 2014 49 18,462,364 16,899,466 18,307,814 18,453,648 18,720,163 -1.38% 2013 2012 2011 2010 2009 Change 35,025,169 32,457,519 34,564,458 33,471,466 31,966,700 9.57% 2013 2012 2011 2010 2009 Change 4,919,805 4,138,374 3,706,374 3,402,374 3,357,574 46.53% Tuition & Fees 18,262,929 16,744,310 16,542,128 11,304,992 11,639,933 56.90% Academic Support Yes Yes Yes Yes Yes Is Tuition Estimated Amount? 637,522 445,889 475,418 307,768 306,673 107.88% Student Services 541,128 578,405 476,565 496,101 827,596 -34.61% Unsponsored Student Aid 535,793 394,560 375,369 357,833 471,688 13.59% 705,383 716,355 359,971 111,783 591,384 19.28% Sponsored Student Aid 4,119,292 880,914 116,940 140,595 14,315 28676%* Endowment Income (current year) 7,640,951 4,321,520 6,640,331 1,623,317 2,120,692 260.30% Gifts for Current Use 8,893,004 10,147,285 13,529,031 13,705,367 13,373,364 -33.50% Sponsored Program Income /Cost Recovery 6,749,820 6,968,558 6,008,651 6,515,861 6,077,987 11.05% Other 9,587,298 10,715,724 13,855,236 13,804,520 13,984,381 -31.44% Sponsored Research 3,793,886 4,337,017 4,064,450 2,832,813 2,992,431 26.78% Other Sponsored Activity SALES and SERVICES Teaching Diagnostic Other Hospital Lab Sources from: Sales & Services 20,255,609 1,884,664 19,111,273 1,822,950 17,482,182 2,524,199 17,563,260 2,394,934 17,611,895 2,115,202 15.01% -10.90% COLLEGE REVENUE (Sources of Funds) From All Sources for the Immediate Past 5 Fiscal Years) 23,017,920 21,300,590 19,137,424 20,436,173 18,748,927 22.77% Services of Educational Activity Teaching Diagnostic Other Hospital Lab Amount Type TOTAL EXPENDITURES FOR IMMEDIATE PAST 5 FISCAL YEARS Direct and Indirect Expenses (3,720,451) (3,521,637) (3,321,400) (3,814,854) (3,507,905) 6.06% Reserves and Transfers 185,394 238,567 417,448 339,219 266,380 -30.40% Ext & Public Service 2014 2014 Page 54 80,848,058 72,188,382 77,544,392 71,599,946 69,772,250 15.87% TOTAL REVENUE 75,729,617 72,370,883 74,011,823 68,444,850 68,549,556 10.47% TOTAL DIRECT EXPENSES APPENDIX 2: FINANCES 50 APPENDIX 2: Finances * The large change in endowment income is the result of the Terry Foundation quasi-endowment regaining its value after the financial crisis and yielding interest again. State Appropriations Year Table B. Instruction Year Table A. Appendix 2.1 COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY APPENDIX 2: Finances NC STATE UNIVERSITY APPENDIX 2: FINANCES COLLEGE OF VETERINARY MEDICINE Appendix 2.2 Revenue by Source $100,000,000 $80,000,000 All Other $60,000,000 Teaching Hospital $40,000,000 Sponsored Program $20,000,000 State Appropriations $0 2009 2010 2011 2012 2013 Growth Rate by Revenue Source 30% 20% 10% State Appropriations 0% Sponsored Program -10% -20% -30% 2009 2010 2011 2012 2013 Teaching Hospital TOTAL REVENUE Caseload -40% 2014 2014 Page 55 51 APPENDIX 3: Facilities & Equipment NC STATE UNIVERSITY APPENDIX 3: FACILITIES COLLEGE OF VETERINARY MEDICINE APPENDIX 3: FACILITIES Appendix 3.2 Appendix 3.2 Figure A. Location of the CVM on the NC State campus. Figure A. Location of the CVM on the NC State campus. Figure B. Centennial Biomedical Campus and College of Veterinary Medicine map. Figure B. Centennial Biomedical Campus and College of Veterinary Medicine map. CENTRAL UTILY PLANT (CUP TAU 2014 Page 54 CVM MAIN BUILDING LIBRARY PARKING DECK RESEARCH BUILDING TERRY CENTER 2014 2014 Page 54 52 NC STATE UNIVERSITY APPENDIX 3: Facilities & Equipment COLLEGE OF VETERINARY MEDICINE Centennial Biomedical Campus - CVM University Field Labs 2-8 miles from the CVM, 5-15 minutes driving time Equine Health Center at Southern Pines 60 miles from the CVM, 60 minutes driving time CMAST - Center for Marine Sciences and Technology 220 miles from the CVM, 3.5 hours driving time 2014 53 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 4: Clinical Resources APPENDIX 4: CLINICAL RESOURCES Appendix 4.1 Table A. Teaching Hospital Caseload Teaching Hospital 2008-2009 Animal Species Number of Patient Visits Number Hospitalized Number of Hospital Days 65 15 48 Bovine 16,623 3,114 13,332 Canine 41 14 55 Caprine 2,375 966 6,960 Equine 2,960 661 2,928 Feline 7 1 5 Ovine 7 4 8 Porcine 1 1 6 Caged Pet Birds 1 1 6 Caged Pet Mammals Avian Wildlife 150 37 383 Other *Other- combined total for large and small animal other Teaching Hospital 2009-2010 Animal Species Number of Patient Visits Number Hospitalized Number of Hospital Days 64 26 96 Bovine 17,089 3,010 11,641 Canine 37 7 21 Caprine 2,159 843 5,193 Equine 2,983 638 6,187 Feline 21 12 81 Ovine 15 11 46 Porcine 10 0 0 Caged Pet Birds 9 1 1 Caged Pet Mammals Avian Wildlife 138 36 247 Other *Other- combined total for large and small animal other Teaching Hospital 2010-2011 Animal Species Number of Patient Visits Number Hospitalized Number of Hospital Days 76 16 47 Bovine 16,347 2,873 11,313 Canine 25 9 38 Caprine 1,956 813 5,853 Equine 3,099 583 2,221 Feline 5 2 4 Ovine 6 4 6 Porcine 13 6 14 Caged Pet Birds 5 0 0 Caged Pet Mammals Avian Wildlife 136 33 156 Other *Other- combined total for large and small animal other 2014 2014 Page 59 54 APPENDIX 4: Clinical Resources NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 4: CLINICAL RESOURCES Teaching Hospital 2011-2012 Animal Species Number of Patient Visits Number Hospitalized Number of Hospital Days 28 13 31 Bovine 19,266 3,140 12,012 Canine 19 12 42 Caprine 2,151 950 9,105 Equine 3,721 729 2,450 Feline 6 4 17 Ovine 5 4 12 Porcine 15 5 12 Caged Pet Birds 10 3 3 Caged Pet Mammals Avian Wildlife 153 20 176 Other * *Other- combined total for large and small animal other Teaching Hospital 2012-2013 Animal Species Number of Patient Visits Number Hospitalized Number of Hospital Days 42 10 23 Bovine 20,190 3,038 10,158 Canine 68 22 82 Caprine 2,121 876 5,578 Equine 3,828 662 2,550 Feline 18 12 35 Ovine 3 3 11 Porcine 133 15 125 Caged Pet Birds 83 6 20 Caged Pet Mammals Avian Wildlife 365 55 349 Other *Other- combined total for large and small animal other Table B. Ambulatory/Field Service Program. Ambulatory/Field Service Program 2008-2009 Animal Species # of Farm (site) Calls Bovine 292 8,989 Caprine 96 655 Equine 74 178 Ovine 18 153 Porcine 30 26,501 Other 152 2,192,326 Ambulatory/Field Service Program 2009-2010 Animal Species # of Farm (site) Calls 2014 # Animals Examined/Treated # Animals Examined/Treated Bovine 321 6,035 Caprine 104 1,675 Equine 63 90 Ovine 38 302 Porcine 21 13,301 Other 85 489,963 2014 Page 60 55 APPENDIX 4: Clinical Resources NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE Ambulatory/Field Service Program 2010-2011 Animal Species # of Farm (site) Calls APPENDIX 4: CLINICAL RESOURCES # Animals Examined/Treated Bovine 270 7,062 Caprine 81 606 Equine 114 645 Ovine 18 23 Porcine 10 18,000 Other 200 565,258 Ambulatory/Field Service Program 2011-2012 Animal Species # of Farm (site) Calls # Animals Examined/Treated Bovine 301 6,669 Caprine 146 1,803 Equine 90 515 Ovine 34 179 Porcine 22 35,702 Other 186 873,723 Ambulatory/Field Service Program 2012-2013 Animal Species # of Farm (site) Calls # Animals Examined/Treated Bovine 250 4,825 Caprine 166 818 Equine 20 69 Ovine 43 329 Porcine Other 15 94,801 141 1,093,936* * This category includes very large numbers of swine and poultry in North Carolina housing that are seen during visits. These are not total numbers on farms, but numbers in specific buildings that are visited, and therefore populations at risk. Table C. Herd/Flock Health Program. Production Group Describe your clinical resources for production medicine training by production group below Dairy The CVM TAU dairy cow herd consists of 22-25 registered milking Holsteins, 15-17 replacement heifers and 20-25 calves. Our students and faculty provide all veterinary and production care for this herd. The food animal service provides veterinary care and production services for the CALS dairy herd at the Lake Wheeler site (~300 cows) and the NCDA & CS dairy herd at the Goldsboro Center for Environmental Farming Systems (~160 cows). The food animal service also works with two large western North Carolina (NC) private dairies (900 and 1100 milking cows) and a smaller private 80 cow dairy to provide educational experiences, and provides considerable contact for students by providing herd investigations and consults for other dairy herds. Beef Feedlot 2014 2014 North Carolina does not have any true beef “feedlots” (NC ships its feeder calves to central and western US feeding areas), however, we provide services to several private western North Carolina confinement-based stocker operations (size range ~ 500-2,500 head) through seasonal and as-needed contact. Page 58 56 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE Cow-Calf APPENDIX 4: Clinical Resources APPENDIX 4: CLINICAL RESOURCES The CVM TAU and CALS have beef cow-calf teaching herds for which we provide all care (TAU typically 16-18 Angus brood cows, 4-6 pregnant heifers, 4-6 replacement heifers (steers are sold at 6-8 months age); the NC State CALS Beef Research and Teaching Farm at the Lake Wheeler Field Laboratory (60 Angus and Hereford brood cows); the Department of Agriculture has beef cattle on several sites (primarily we work with the Goldsboro Center for Environmental Farming Systems’ winter calving 100 crossbred commercial beef cow herd). We work with many private producers and several referring veterinarians to provide regular services and herd investigations; routine veterinary work for 20 beef operations (2 to 3 visits a year) and another 20-30 on a more limited basis (One visit per year or every other year). Small Ruminants The TAU has a small herd of goats (22 does producing 40-44 kids/year) and a flock of sheep (22 ewes producing 40-46 lambs/year); the NC State Metabolism Educational Unit and Small Ruminant Education Unit, on Trenton Rd (~15 minutes from the CVM) have seasonally varying sized metabolism/forage research flocks of sheep and herds of meat goats for which we provide health care. In addition, we regularly work with a large number (more than 30) sheep and goat clients to provide veterinary care and we respond to requests from veterinarians and producers for herd investigations. Swine The TAU Swine Unit is a confinement farrow-finish operation that includes a gestation barn, farrowing house, nursery and 3 finisher rooms. This unit typically consists of 22 sows, 8 replacement gilts, 3 boars, and over 120 finishing pigs. CVM students and house officers provide all veterinary care and services. The CVM Pig Health and Production swine field service works with large-scale production companies, and accomplishes 20 – 30 farm visits/year; approximately 5,000 pigs observed/visit. Poultry The TAU poultry operation is a confinement operation with one house. It consists of 2 separate flocks depending on time of year: 2,000 turkeys in the Fall semester which are grown and housed for 14 weeks; and 4,000 broiler chickens in the Spring semester which are housed for 7 weeks. CVM students and house officers provide management and clinical care for the birds. The Poultry Health Management faculty engage students and house officers in their work with largescale production companies, and provides consultation and disease investigation services for the associated contract farms – averaging approximately 140-190 farm visits per year. Equine The majority of horses in North Carolina are companion animals, and therefore, do not typically fall within ‘production medicine’ services. We do, however, offer our students herd-level training regarding horses. The TAU horse herd typically consists of 20-25 mares, 1 stallion and 1 gelding. On average 3-4 mares produce foals yearly for teaching purposes. CVM students and house officers provide all veterinary care for these animals. Additionally, the CVM provides educational experiences for students at the EHS-SP, a satellite facility that offers health and reproduction services for privately owned animals and an on-site small herd. It also serves as one of a few United States Department of Agriculture (USDA)-certified Contagious Equine Metritis quarantine sites on the East Coast, thereby giving advanced students and house officers experience in this area of population/regulatory veterinary medicine. 2014 2014 Page 59 57 APPENDIX 4: Clinical Resources NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 4: CLINICAL RESOURCES Appendix 4.4 Table D. Off-campus Facilities (These are both CVM-owned satellite facilities). Hospital Learning rotation (duration) EHC-SP CMAST 2 weeks 2 weeks Surgical and medical facilities Yes Yes Necropsy Imaging Diag. support services Isolation Intensive or critical care Reference materials Medical records No Yes Yes Yes Yes No Yes No No No Yes Yes Yes Yes Table E. Off campus education rotations. Off-campus site: Number & educational experience 2014 Duration Number of Faculty mentor of students per year approved rotation (check) EHC-SP: 9 rotations Equine Theriogenology Clinic 2 weeks rotation CMAST: 1 rotation Sea Turtle Medicine 2 week rotation NC Zoo: 10 rotations available Advanced Wildlife Rehabilitation NC Zoo: 13 rotations available Basic Wildlife Rehabilitation 2 week rotation 44 total: 24 CVM students 20 Off Shore students 6 students Yes x Off-site Written educational Evaluator objective(s) (check) No CVM Faculty Member Yes x No Educational outcomes assessed & student evaluations reviewed (check) Yes x x CVM Faculty Member x x 1 student x CVM Faculty Member x x 2 week rotations 4 students x CVM Faculty Member x x NC Zoo: 12 rotation available Zoological Medicine 4 week rotation 5 students x CVM Faculty Member x x Duke Lemur Center: 3 rotations available Advanced Prosimian Medicine Primate Center at Wake Forest University: 6 rotations available Advanced Primate Medicine 2 week rotation 3 students x CVM Faculty Member x x 2 week rotation 4 students x CVM Faculty Member x x Carolina Raptor Center: 2 week 6 rotations available rotation Raptor Medicine and Rehabilitation 6 students x CVM Faculty Member x x 2014 No Page 63 58 APPENDIX 6: Students NC STATE UNIVERSITY APPENDIX 6: STUDENTS COLLEGE OF VETERINARY MEDICINE Appendix 6.1 Table A. Students enrolled in the Veterinary Medical Program. Class* 2009 2010 2011 2012 2013 First-year 79 76 79 78 99 Second-year 79 76 75 81 79 Third-year 77 78 76 73 81 Fourth-year 74 77 77 76 72 # Graduated 73 77 77 76 72 * Counted at the end of Spring Semester of the indicated year Table B. Interns, Residents, and Graduate Students (enter each person in only one category) per year for last five years. Academic Year 2008-09 # Interns # Residents # Resident- MS* # Resident- PhD* MS PhD 15 52 4 5 14 65 2009-10 14 51 5 6 13 58 2010-11 17 55 5 5 13 57 2011-12 17 54 5 5 12 59 19 52 4 5 5 * Resident-MS/PhD students are Residents who are engaged in concurrent graduate programs. 51 2012-13 Table C. Minority DVM Students per year for last five years. Academic Year DVM TOTAL *Min % Min 2008-09 309 26 8.41 2009-10 307 27 8.80 2010-11 308 38 12.34 2011-12 308 46 14.94 2012-13 331 46 13.89 * Min = minority students, as used in the AAVMC Comparative Data Report; For the purpose of the AAVMC’s Comparative Data Report, the Minority‖ category refers only to ethnic origin. African-American, Asian, Alaskan Native, Hispanic, Native American, Multi-ethnic individuals, and foreign nationals are classified under the minority category. Table D. Other educational programs. Academic Year 2008-09 Additional Clinical Year Students* 27 Veterinary Technician Program n/a Undergraduate Programs Number enrolled n/a Other Number enrolled 2009-10 36 n/a n/a n/a 2010-11 24 n/a n/a n/a 2011-12 31 n/a n/a n/a n/a 2012-13 23 n/a n/a n/a * represents senior-year contract students from St. George, Ross, and St. Matthew’s Schools of Veterinary Medicine. 2014 2014 Page 64 59 APPENDIX 6: Students NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 6: STUDENTS Appendix 6.2 Table A. Scholarships awarded by academic year. Academic Year Number of Scholarships* Number of Students Awarded Average Scholarship Total Scholarship 2008-09 2011-12 175 127 87 118 2012-13 125 150 120 82 113 106 $1,400 $1,256 $1,406 $1,965 $2,342 $245,098 $159,579 $122,355 $161,020 $296,986 2009-10 2010-11 *Includes CVM Annual or Endowed Scholarships. 2014 2014 Page 65 60 APPENDIX 7: Admissions NC STATE UNIVERSITY APPENDIX 7: ADMISSIONS COLLEGE OF VETERINARY MEDICINE Appendix 7.4 Table A. Admissions Statistics Academic Year CLASS STATE RESIDENTS A/P* O/A** 2007-2008 2012 177/62 62/62 2008-2009 2013 217/62 62/62 2009-2010 2014 209/62 62/62 2010-2011 2015 220/62 62/62 2011-2012 2016 191/80 80/80 2012-2013 2017 190/80 80/80 *A/P = Applications/Positions Available **O/A = Offers Made/Acceptances NON-RESIDENTS A/P* O/A** 305/18 23/18 335/18 28/18 523/18 32/18 497/18 32/18 471/20 29/20 647/20 28/20 CONTRACT STUDENTS A/P* O/A** N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A TOTAL A/P* O/A** 482/80 85/80 552/80 90/80 732/80 94/80 717/80 94/80 662/100 109/100 837/100 108/100 NOTE: Offers represents initial decision and does not include wait list students, some of whom were eventually accepted. Appendix 7.6. Table A. Number of transfer students admitted to NC State CVM (2008-2013). Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2014 2014 Class to which Students Admitted 2010 2013 2013 2014 2015 2016 Transfer Students Admitted 2 1 1 1 4 2 Page 66 61 APPENDIX 8: Faculty NC STATE UNIVERSITY APPENDIX 8: FACULTY COLLEGE OF VETERINARY MEDICINE Appendix 8.1 Table A. Loss and recruitment of faculty (both tenure track and clinical track/equivalent) for past five fiscal years. Department DoCS Faculty Lost 1 1 MBS Total 1 1 1 1 1 1 6 DoCS 1 MBS 1 PHP 1 PHP Total 3 DoCS 1 1 1 1 1 1 MBS 1 PHP Total 1 8 DoCS 1 MBS PHP Total 2014 1 1 2 2 1 8 FY 2009 Discipline/Specialty Clinical Trials Small Animal (SA) Internal Medicine Ophthalmology Theriogenology Pulmonary Biochemist Pharmacology Radiology Pathology Swine Health Theriogenology FY 2010 Dermatology Behavior/General Practice Parasitology Radiology Virology Pathology FY 2011 Aquatic Medicine Cardiology Equine Podiatry SA Internal Medicine Lab Animal Medicine Theriogenology SA Surgery (Soft) Toxicology Radiology Microbiology Immunology FY 2012 Equine Orthopedics SA Internal Medicine LA Internal Medicine Laboratory Animal Medicine Environmental and Molecular Toxicology Immunology Bovine Theriogenology Pathology Faculty Recruited 1 1 1 1 4 Net Gain/Loss = -4 1 1 1 3 Net Gain/Loss = 0 1 1 2 1 1 6 Net Gain/Loss = -2 1 1 2 Net Gain/Loss = -6 62 APPENDIX 8: Faculty NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE DoCS FY 2013 Clinical Trials Dermatology Ophthalmology SA Dentistry Cardiology Emergency and Critical Care Equine Surgery (Emergency) Exotics Investigative Dermatology and Toxicology Behavior Communication SA Surgery (Soft) Radiation Oncology Anesthesia Radiology Radiology and Radiation Oncology Pharmacology Pharmacology and Toxicology Ruminant Health 1 1 1 1 1 MBS 1 1 1 1 1 PHP 2 Total 12 1 1 1 1 1 1 1 1 1 1 1 11 Net Gain/Loss = -1 FTE TECHNICAL 163 OTHER 11 TOTAL 207 TOTAL NET Gain/Loss = -13 Table B. Staff Support for Teaching and Research. AREA Clinical Teaching FTE CLERICAL 33 Non-Clinical Teaching 3 17 5 25 Research 4 114 0 118 Total 39 295 16 350 Appendix 8.2 Table C. Non-veterinarian Faculty Academic Qualifications. Title MS PhD Board Certified & MS 0 0 0 0 0 0 Board Certified & PhD 0 0 0 0 0 0 TOTAL 1 11 10 4 0 0 Board Certified 0 0 0 0 0 0 Administrator Professor Associate Professor Assistant Professor Instructor Lecturer Part-time Faculty (less than 75% time) Total 0 0 0 0 0 0 1 0 0 0 0 1 1 26 0 0 0 27 1 11 10 4 0 0 63 2014 2014 Page 68 APPENDIX 8: Faculty NC STATE UNIVERSITY APPENDIX 8: FACULTY COLLEGE OF VETERINARY MEDICINE Table D. Veterinarian Faculty Academic Qualifications. Title Administrator Professor Associate Professor Assistant Professor Instructor Lecturer Part-time Faculty (less than 75% time) Total 2014 2014 DVM (only) 0 0 0 1 0 1 MS PhD 0 2 2 1 0 0 0 7 4 2 1 1 Board Certified 3 6 5 16 1 0 Board Certified Board Certified & MS & PhD 0 4 7 24 5 13 1 13 0 1 0 1 TOTAL 0 0 0 0 0 0 0 2 5 15 31 13 56 122 7 46 29 34 3 3 Page 69 64 APPENDIX 9: Curriculum NC STATE UNIVERSITY APPENDIX 9: CURRICULUM COLLEGE OF VETERINARY MEDICINE Appendix 9.1. Table A. NC State DVM Student Learning Outcomes are veterinary medical knowledge, skills, awareness and a dedication to life-long learning. Learning Outcome Knowledge Skills Narrative Characteristic Ability Graduates of the NC State College of Veterinary Medicine will be able to effectively use their knowledge of comparative medical science in the provision of veterinary clinical care and other contexts in which veterinary medicine plays a key role. • Graduates of the NC State College of Veterinary Medicine will be able to effectively use cognitive and psychomotor skills in the practice of veterinary clinical care and other contexts in which veterinary medicine plays a key role. • • • • • • • • • • Awareness Graduates of the NC State College of Veterinary Medicine will be able to use their awareness of local, national, international and professional communities in which they practice to meet the needs of society in an effective and ethical manner • • • • • • • • 2014 2014 Possess and apply the knowledge needed to solve animal health problems; Locate the needed knowledge efficiently and successfully, using contemporary media and technology to access and manage information; Critically evaluate information and its sources; Integrate medical and scientific information and apply it to the solution of animal health problems. Identify, define and analyze clinical problems of a diverse range of species; Identify or create processes to solve clinical problems in a diverse range of species; Interpret facts and data in the context of the clinical problems to be solved; Design preventative and therapeutic plans for common medical problems of animals and animal-human disease interactions; Perform surgical and medical procedures needed to care for veterinary patients, demonstrating acceptable standards of animal handling, pain control, sterility, instrument and device handling, tissue handling and safety; Perform imaging and other diagnostic procedures and accurately interpret obtained data used for the diagnosis and treatment of disease in animals; Use scientific methods for the investigation of problems and use research-based information in the clinical care of veterinary patients. Acknowledge personal responsibility for one’s value judgments and behavior; Understand and accept social, cultural, global and environmental responsibilities, particularly as they relate to animal welfare, sustainability of animal resources, and One Health; Demonstrate professionalism in the face of societal diversity, including racial, ethnic, gender, sexual orientation, socioeconomic and cultural differences; Work with, manage, and lead others in ways that facilitate their contribution to the organization and the wider community; Use communication as a tool for interacting and relating to others, demonstrating patience, compassion and empathy; Make effective use of oral, written, and visual means to critique, negotiate, create and communicate understanding; Apply sound business and management principles to the organizations in which one works; Operate within the legal constraints of the society in which one lives; Page 70 65 APPENDIX 9: Curriculum NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE • Awareness Lifelong Learning APPENDIX 9: CURRICULUM Graduates of the NC State College of Veterinary Medicine will be life-long learners, continuously updating their knowledge, skills and awareness. • • • • • Exhibit truth, honesty, integrity, open-mindedness, fairness and generosity. Be independent learners who take responsibility for their own learning and practice continuous reflection, selfevaluation and self-improvement; Critically evaluate one’s current knowledge, skills and awareness, recognizing areas for improvement; Be open to new ideas, methods and ways of thinking; Be able to identify processes and strategies to learn and meet new challenges; Have a personal vision and goals and be able to work towards these in a sustainable way. Table B. Pre-Clinical Curriculum (Year 1-3). Year 1 Core Courses* Course # ** Course Title Coordinator Credit Hours VMB 911 Veterinary Anatomy Lola Hudson 6 VMB 913 Veterinary Physiology I John Gadsby 5 VMB 914 Histology and Cytology Philip Sannes 3 VMP 910 Infection and Immunity I Paul Orndorff 3 VMC 910 Careers in Veterinary Medicine Richard Fish 1 VMP 912 Introduction to Clinical Problem Solving in Veterinary Practice Jay Levine 2 VMP 916f Health Maintenance and Animal Production I (TAU) Dennis Wages 1 VMB 921 Comparative and Developmental Anatomy Jill Barnes 6 VMB 922 Veterinary Embryology and Teratology Nanette Nascone-Yoder 2 VMB 923 Veterinary Physiology II Lysa Posner 5 VMP 920 Infection & Immunity II Frederick Fuller 4 VMP 921 Problem Solving Cases for Infectious Disease & Immunity I Jonathan Fogle Frederick Fuller 2 VMC 927 Introduction to Companion Animal Behavior Barbara Sherman 2 VMP 916s Health Maintenance and Animal Production I (TAU) Dennis Wages 1 Credit Hours * Color shading: Yellow = Fall Courses; Green = Spring Courses ** Course Number: VMB = MBS; VMC = DoCS; VMP = PHP Year 2 Core Courses 2014 Course # Course Title Coordinator VMP 930 Infection & Immunity III Bruce Hammerberg 3 VMP 931 Veterinary Pathology I John Cullen 4 VMB 933 Introductory Pharmacology Lloyd Fleisher 5 VMB 930 Principles of Anesthesiology Clifford Swanson 2 2014 Page 71 66 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 9: Curriculum APPENDIX 9: CURRICULUM VMP 934 Problem Solving Cases for Infectious Disease & Immunity II Luke Borst 2 VMC 932 Principles of Surgery and Introduction to Small Animal Surgical Diseases Elizabeth Hardie Kyle Mathews 3 VMC 937 Intro to Physical Examination Skills Steven Marks 1 VMP 936f Health Maintenance and Animal Production II (TAU) Dennis Wages 1 VMP 941 Veterinary Pathology II John Cullen 5 VMP 942 Veterinary Clinical Pathology Carol Grindem 3 VMB 943 Pharmacology and Veterinary Therapeutics Mark Papich 3 VMB 965 Veterinary Nutritional Health Korinn Saker 2 VMP 945 Epidemiology and Public Health Peter Cowen 3 VMC 931 Intro to Physical Examination Skills-Laboratory Animal And Zoological Species Gregory Lewbart VMP 936s Health Maintenance and Animal Production II (TAU) Dennis Wages 1 1 Year 3 Core Courses 2014 Course # Course Title Coordinator VMB 954 Veterinary Toxicology and Poisonous Plants David Dorman 3 VMC 933 Theriogenology Christopher Bailey 3 VMC 951 Companion Animal Medicine and Surgery I Shelly Vaden 5 VMC 952 Equine Medicine and Surgery Babetta Breuhaus 4 VMC 953 Laboratory Animal and Special Species Medicine Richard Fish 3 VMP 958 Exotic and Emerging Diseases in Veterinary Medicine Peter Cowen Barrett Slenning 1 VMC 957 Introduction to Clinical Practice Elizabeth Hardie Steven Marks 1 VMP 956s Health Maintenance and Animal Production III Dennis Wages 1 VMB 960 Veterinary Radiology and Radiobiology Gabriela Seiler 3 VMC 962 Ethics, Animal Welfare and Social Responsibility Dianne Dunning 2 VMC 961 Companion Animal Medicine and Surgery II Simon Roe 4 VMP 964 Swine and Poultry Medicine David Ley Adam Moeser 3 VMC 965 Advanced Principles of Surgery Lloyd Tate 1 VMP 962 Ruminant Medicine and Surgery Geoffrey Smith 3 VMP 956s Health Maintenance and Animal Production III Dennis Wages 1 2014 Credit Hours Page 72 67 APPENDIX 9: Curriculum NC STATE UNIVERSITY APPENDIX 9: CURRICULUM COLLEGE OF VETERINARY MEDICINE Table C. Number of students enrolled in specific focus areas. Class Year 2014 Focus Area 2006 2007 2008 2009 2010 2011 2012 2013 2014 Total Clinician Scientist 0 1 2 1 0 1 2 2 3 12 Epidemiology 0 1 0 1 0 2 2 4 1 11 Equine 13 7 16 12 19 12 7 8 5 99 Food Animal 5 1 6 5 7 13 11 11 10 69 Lab Animal 1 3 2 3 0 2 1 5 5 22 Mixed Animal 8 10 8 12 12 4 8 5 11 78 Pathology 3 0 2 5 5 6 2 5 1 29 Small Animal 36 48 30 27 26 24 28 22 24 265 Small Animal - Avian & Exotic NA NA NA NA NA 10 5 6 15 36* Zoo Med 9 7 11 9 9 4 10 4 6 69 Total 75 *Denotes only a four 4 year total. 78 77 75 78 78 76 72 81 690 2014 Page 73 68 APPENDIX 10: Research Programs NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 10: RESEARCH Appendix 10.2.a. Table A. The number of individual faculty members within each department involved in research, total research FTE, and research productivity Year/Department 20102011 20112012 20122013 DoCS MBS PHP DoCS MBS PHP DoCS MBS PHP Total number of faculty Number of faculty involved in research 64 31 45 61 33 44 63 30 40 46 30 36 46 30 40 50 27 35 Number of faculty involved in research who teach in the professional curriculum 46 29 36 46 29 4 50 27 35 Total research FTE 11 13 18 12 11 18 15 10 11 Extramurallysponsored research contracts Number Value 74 53 56 86 40 39 80 33 29 2,149,129 5,453,893 2,110,645 3,298,751 4,695,891 1,705,551 2,079,787 3,835,947 1,728,759 Number of original, peerreviewed research publications 160 97 125 178 81 152 158 85 135 Appendix 10.3.a Table A. Number of students participating in research programs. Graduating Class Size Veterinary Clinician Scientist DVM/PhD Percentage Class Year Scholars Program Focus Area of Class 2009 75 19 1 NA 27% 2010 77 18 0 NA 23% 2011 77 25 1 NA 34% 2012 76 25 2 NA 36% 2013 72 23 2 NA 35% 2014 81 27 4 1 40% 2015 79 29 1 3 42% 2016* 99 19 2 3 24% NA – the DVM/PhD program took the first two students in the fall of 2007 therefore the first student will graduate in the Class of 2014 * Class of 2016 has only had one summer to participate in Veterinary Scholars Program at this stage. Appendix 10.3.c Table A. Number of graduates engaged in research five years after graduation* Graduating Class Number of Number of survey Number in research related Percentage of Year graduates respondents positions respondents 2004 75 11 3 27% 2005 73 23 4 17% 2006 75 16 2 12% 2007 76 17 3 18% 2008 76 27 5 18% * 5 year post-graduation survey of students who participated in programs identified in Appendix 10.3.a, Table A, above. This is typically over 30% of the class, and only these students were surveyed. 2014 2014 Page 74 69 APPENDIX 11: Assessment & Outcomes NC STATE UNIVERSITY APPENDIX 11: OUTCOMES COLLEGE OF VETERINARY MEDICINE Appendix 11.1.c Table A. Completion of Clinical Competencies Checklist. Year Requested/Required Completion Rate % ”Do your best to test the system” Average Completion Rate % Not calculated # unique skills with ≤ 75% completion 45/334 2010 85 95 6/264 Beta test of the skill list and the book, Book organized by skill, skill list refined. Book organized by skill 2011 85 90 26/266 Book organized by skill 2012 85 90 27/306 2013 90 90 19/313 First year for graduation, book organized by class Book organized by class 2014 90 TBD TBD 2009 Comments Book organized by class, goal for future is to put process on line, searchable by skill or class Table B. Clinical Rotation Evaluation Criteria. Information Gathering Skills (AVMA 1, 8) Honors The information gathered by the student is always precise, logical, thorough, and reliable. The student establishes a broad base of information about the patient, including a complete and pertinent history. Excellent ability to elicit information from the client and avoid ambiguities. Good understanding not to focus the history prematurely. Overall the student's information gathering skills are excellent. Pass Generally provides reliable and complete information, with the subtle points usually elicited. The student has a good under-standing of how to elicit information. Overall summation of the history leads to an accurate description of the patient's problems and the client's concerns. Marginal General information gathering techniques are weak. The student appears to lack the focus and/or communication skills necessary to produce a coherent set of observations. History taking needs marked improvement. Fail Student does not understand the process of gathering information. Histories are most often superficial, often done more by rote, and are most often incomplete with major observations not elicited. Client interactions are awkward and ineffective. Conversations with clients fail to elucidate the essential information. Physical Examination - Necropsy Skills (AVMA 1, 4, 5, 6) Honors Examinations are undertaken in a logical and complete sequence with a very high level of skill and a comprehensive evaluation of all organ systems. Significant and even subtle abnormalities almost always elucidated. Overall the student’s skills are excellent and result in a comprehensive assessment of the patient. Pass The examination is generally performed with reasonable competence and normally elicits the major set of pertinent findings. Usually subtle findings are obtained. Overall summation normally leads to an accurate description and prioritization of abnormalities observed. Marginal Examinations are not undertaken systematically or in sufficient detail to result in a complete set of essential observations. Clinical understanding of the examination is limited. Subtle issues either almost never recognized or dominate the evaluation. The student does not have a good grasp of examination techniques. Examination skills need marked improvement. Fail Examinations are not undertaken systematically and are quite random in approach. Key organ systems often are not evaluated, key observations are often totally missed, evaluation skills are exceptionally poor. Examination generally fails to elucidate the essential information. Problem Solving Skills and Judgment (AVMA 1, 2, 3, 4, 5, 6, 7) Honors Clearly identifies all of the major and minor problems, puts them into proper perspective and then establishes sensible differential diagnoses. Superior reasoning ability to solve clinical problems, put information into the correct context, and integrate medical facts with clinical data. Weighs alternatives well and is excellent at correlating abnormal findings with altered physiology. Good thought process in ambiguous situations and spends time appropriate to the complexity of the problem. 2014 70 NC STATE UNIVERSITY APPENDIX 11: Assessment & Outcomes COLLEGE OF VETERINARY MEDICINE Pass Reasonably skilled in accessing the available information and formulating well-constructed differential diagnoses with alternatives appropriately weighed. With prompting, can usually come to reasonable conclusions with ambiguous clinical cases. Able to apply expected knowledge of disease with no large gaps in knowledge. Identifies when it is necessary to search for information and usually does so. Marginal Often fails to discern relationship of medical facts and clinical data. Medical reasoning awkward. Differential diagnoses generally not prioritized as to probability and importance and often incomplete. Indecisive with more ambiguous cases and frequently unable to reach conclusions even with prompting. Tends to evaluate data without full scope of information. Clinical judgment often fragmented. Substantial improvement necessary. Fail Very significant deficiencies in correlating the primary history and examination findings to the key patient/population problems. Limited capacity to put information into the correct disease context and to integrate medical facts with clinical data. Differential diagnosis lists are often incomplete, usually poorly prioritized, and/or frequently miss major potential problems. Large gaps in knowledge of disease and understanding of diagnostic and therapeutic concepts. Deficiencies in clinical judgment of major concern. Case Presentation and Plans for Patient/Population Management (AVMA 1, 2, 3, 4, 5, 6, 7, 8) Honors Outstanding ability to present cases. Presentations are superior in organization, focus, and clarity. Student knows the significant features of the case. Excellent coordination of pertinent facts with knowledge of disease and the presentation of relevant details. Consistently can formulate a well-structured management plan with wise use of diagnostic and therapeutic options. Pass Usually able to present cases in a clear, organized, complete fashion. Student generally knows all the significant features of the case. Demonstrates understanding of the disease(s) identifies relevant details and puts most concepts into context. Most often is able to formulate a management plan with good use of therapeutic and diagnostic options. Marginal Presentations are often incomplete, rambling and poorly organized. Pertinent information and essential detail are not always presented. Student often unable to fully communicate a clinical understanding of the case and prompting to present pertinent information often needed. Management strategies often vague with poor consideration of therapeutic and diagnostic options. Fail Presentations are incomplete, rambling and poorly organized. Student requires constant prompting to present pertinent information and is often confused and unable to clearly communicate relevant clinical information. Management plans and therapeutic and diagnostic strategies are very frequently vague and/or exceptionally poorly conceived. Knowledge Base (AVMA 1, 2, 3, 4, 5, 6, 7, 8, 9) Honors Outstanding breadth of understanding of disease. Extensive, well applied, and extremely well integrated knowledge of pathophysiology and basic science. Exceptional ability to recall and apply this knowledge to the solution of clinical problems, development of a comprehensive diagnostic plan and choosing practical therapeutics. Pass Has a solid fundamental core of basic science and pathophysiological knowledge. In most circumstances can satisfactorily apply this knowledge to clinical problems, diagnostics, and therapies. Marginal General pathophysiological and basic science knowledge is weak. Understanding of disease processes is poor. Integration of knowledge is often lacking and the student has difficulty in the formulation of a diagnostic plan and using appropriate therapeutics. Fail Markedly incomplete, insufficient, fragmented, and poorly organized pathophysiology and basic science knowledge base. Understanding of disease is exceptionally poor and diagnostic planning inaccurate. Frequently does not understand the basis of appropriate therapy. Procedural Skills (AVMA 1, 2, 3, 4, 5, 6, 7) Honors Demonstrated excellent competence with all the procedural skills expected of students in this rotation. Proficiently and efficiently learns procedural skills with the appropriate balance of care, concern, and confidence. Reliable recognition of level of self-proficiency. Seeks help when needed. Minimizes risk and is very proficient in safely restraining animals. Pass By completion of the rotation demonstrated acceptable proficiency with all the procedural skills expected of students in this rotation. Uses reasonable care in doing procedures and is satisfactory in animal restraint. Current skill levels should improve with further experience. 2014 2014 Page 76 71 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 11: Assessment & Outcomes APPENDIX 11: OUTCOMES Marginal Level of competence with clinical procedural skills falls below the expectation of students completing this rotation and is of concern. Awkward and sometimes reckless. Appears not to always recognize self-limitations. Needs to considerably improve level of skills. Animal handling needs improvement. Overall aptitude of some concern. Fail Level of competence with the clinical procedural skills falls markedly below the expectation of students in this rotation. Inept and sometimes quite careless. Appears not to recognize self-limitations and disregards risks. Needs to immensely improve level of skills to be a safe veterinarian. Concern with animal handling. Major concerns with overall aptitude. Medical Records (AVMA 1, 2, 3, 4, 5, 6, 7, 8) Honors Written medical record keeping outstanding. Excellent ability to create both a complete and succinct medical record. Uses accurate and precise medical terminology. Record keeping always timely. Pass Medical records are generally complete and provide details of most of the critical components. Most often uses correct terminology. Record keeping usually timely. Marginal Medical records are inconsistent, at times incomplete, generally not well constructed, and often lack a clear reporting of essential information. Terminology often used inaccurately. Definite improvement is needed. Fail Medical records are usually poor, most often lack essential information, and often are very poorly constructed. Medical terminology use is often extremely poor. Marked improvement is absolutely essential. Organization and Efficiency (AVMA 8) Honors Very dependable, reliable and industrious. Works exceptionally hard. Always exceptionally well prepared for clinical duties. Always willing to extend extra effort and to assist others with clinical responsibilities. Pass Reliable and can be depended on to complete assignments. Overall work l0evel good. Well prepared for clinical responsibilities. Good team member. Marginal Cannot always be relied upon. Follow through to completion with assignments sometimes problematic. Work level at times insufficient and motivation to work at times questionable. Fail Frequently unreliable. Prominent absences. Does not readily accept responsibilities. Work level often insufficient and motivation to work of considerable of concern. Motivation and Initiative (AVMA 8) Honors Character traits and attitudes that epitomize those fundamental for the humane and responsible care of animals. Highly responsive and energetic. Displays initiative and provides leadership. Exceptionally selfmotivated and eager to acquire knowledge and skill. Reads extensively. Always exceptionally well prepared. Pass Compassionate towards animals and good professional demeanor. Generally fulfills duties and shows a good general interest for learning. Self-motivated to acquire knowledge and skills. Usually is well prepared. Marginal On occasion appears irresponsible. Follow through to completion with assignments sometimes problematic. Generally insufficient outside reading. Appears insufficiently motivated to expand knowledge base. Character traits and attitude that raise possible concern with the motivation to be an effective veterinarian. Fail Frequently irresponsible, unprepared and uncommitted. Notable lack of a professional demeanor. Shows little to no interest for learning, responds poorly to constructive criticism. Limited to no outside reading. Character traits and attitudes raise concern with level of motivation essential for optimum care of animals and the acceptance of responsibility. Communication - Interpersonal Skills (AVMA 8) Honors Exceptional ability to establish rapport and communicate with clients, healthcare professional staff, and instructors. Clear respect for the roles of others and a mature approach that elicits trust. Excellent interpersonal demeanor. Communication with clients is clear, accurate, appropriate, and empathetic, with a good understanding of the client's perspectives and needs. Pass Generally good communication skills with clients, healthcare professional, staff, teachers and others. Good demeanor in interacting with others. Communication with clients appears clear and appropriate, with an understanding of their needs. Marginal Questionable communication skills. Not always able to either clearly elicit or provide concise information. Imperceptive of others at times. Can portray at times a lackluster professional demeanor. Clearly needs to work on interpersonal and communication skills. Fail Clumsy in communication with clients, staff, other healthcare professionals, and instructors. Does not listen well. Has difficulty establishing rapport. Demonstrates insensitivity and poor professional judgment. Interpersonal and communication skills of concern. 2014 2014 Page 77 72 NC STATE UNIVERSITY COLLEGE OF VETERINARY MEDICINE APPENDIX 11: Assessment & Outcomes APPENDIX 11: OUTCOMES Moral Reasoning and Ethics (AVMA 3, 8) Honors Displays exceptional ethical standards and integrity. Demonstrates respect and compassion for animals, even when circumstances would encourage other behaviors. Intellectually honest, with recognition of self-limitations of veterinary knowledge and skills. Pass Ethical values and/or compassion for animals, recognition of own limitations of veterinary knowledge and skills, and/or integrity are acceptable. No major areas of concern observed. Marginal Ethical values and/or compassion for animals, recognition of own limitations of veterinary knowledge and skills, and/or integrity are borderline. (Please detail concern) Fail Moral reasoning and ethical values are unacceptable. Demonstrates behaviors such as being rude or insensitive to client's needs, showing little compassion for an animal, physically abusing an animal, verbally or physically abusing a colleague, or lying. (Please detail concern). Service Specific Skills and Knowledge Honors fill in honors criteria Pass fill in passing criteria Marginal fill in marginal criteria Fail fill in failing criteria 2014 2014 Page 78 73 2014 Medical Records Knowledge Base Information Gathering Skills Communication/ Interpersonal Skills 2008 2009 2010 2011 2012 2013 Case Presentation and Plans for Patient/Population Management Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % Year Question/Skill Honors Counts 186 207 267 326 322 249 1557 476 510 595 579 586 537 3283 255 230 269 338 340 263 1695 190 230 261 286 246 171 1384 224 260 328 394 399 327 1932 Pass Counts 657 885 795 709 900 762 4708 997 895 870 779 830 735 5106 997 1014 1060 1032 1105 980 6188 1305 1444 1491 1220 1357 1240 8057 740 816 938 770 842 742 4848 Marginal Counts 22 12 16 19 11 29 109 18 13 18 10 15 14 88 28 9 10 12 12 15 86 43 28 22 36 36 40 205 12 15 10 15 15 24 91 2 0 0 2 5 Fail Counts 0 0 2 0 0 0 2 3 1 0 5 1 0 10 1 0 2 0 0 0 3 0 0 5 0 0 1 6 1 Table C. Grade Data for Clinical Rotation Evaluation Criteria (see Rubric – Table B, Appendix 11.1.c.). COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY Total Counts 865 1104 1080 1054 1233 1040 6376 1494 1419 1483 1373 1432 1286 8487 1281 1253 1341 1382 1457 1258 7972 1538 1702 1779 1542 1639 1452 9652 977 1091 1278 1179 1256 1095 6876 Honors % 22% 19% 25% 31% 26% 24% 24% 32% 36% 40% 42% 41% 42% 39% 20% 18% 20% 24% 23% 21% 21% 12% 14% 15% 19% 15% 12% 14% 23% 24% 26% 33% 32% 30% 28% 76% 80% 74% 67% 73% 73% 74% 67% 63% 59% 57% 58% 57% 60% 78% 81% 79% 75% 76% 78% 78% 85% 85% 84% 79% 83% 85% 83% 76% 75% 73% 65% 67% 68% 71% Pass % Marginal % 2.5% 1.1% 1.5% 1.8% 0.9% 2.8% 1.7% 1.2% 0.9% 1.2% 0.7% 1.0% 1.1% 1.0% 2.2% 0.7% 0.7% 0.9% 0.8% 1.2% 1.1% 2.8% 1.6% 1.2% 2.3% 2.2% 2.8% 2.1% 1.2% 1.4% 0.8% 1.3% 1.2% 2.2% 1.3% 0.2% 0.1% 0.2% 0.1% 0.1% 0.1% 0.3% 0.0% 0.1% 0.1% 0.1% 0.4% 0.1% 0.0% 0.2% 0.1% 0.2% Fail% Page 79 APPENDIX 11: OUTCOMES 74 APPENDIX 11: Assessment & Outcomes 2014 Problem Solving Skills and Judgment Physical Examination/ Necropsy Skills Organization and Efficiency Motivation and Initiative Moral Reasoning and Ethics COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 352 309 326 304 307 235 1833 569 602 773 691 729 621 3985 463 543 654 702 710 582 3654 146 168 215 201 182 139 1051 267 294 338 376 321 275 1871 616 625 559 583 605 610 3598 933 828 761 617 675 593 4407 1077 1133 1130 977 1067 989 6373 1010 1013 1071 964 1048 933 6039 1015 1236 1248 1170 1331 1172 7172 3 5 5 4 1 2 20 20 24 26 17 18 27 132 27 16 26 19 19 29 136 10 6 10 8 4 12 50 41 23 32 44 26 40 206 6 3 2 2 0 1 0 8 0 0 1 0 0 0 1 5 2 5 1 0 0 13 2 1 1 4 2 1 3 972 942 890 891 913 847 5455 1524 1454 1562 1326 1423 1241 8530 1570 1694 1812 1698 1797 1600 10171 1166 1187 1297 1173 1234 1084 7141 1328 1555 1623 1591 1678 1487 9262 36% 33% 37% 34% 34% 28% 34% 37% 41% 49% 52% 51% 50% 47% 29% 32% 36% 41% 40% 36% 36% 13% 14% 17% 17% 15% 13% 15% 20% 19% 21% 24% 19% 18% 20% 63% 66% 63% 65% 66% 72% 66% 61% 57% 49% 47% 47% 48% 52% 69% 67% 62% 58% 59% 62% 63% 87% 85% 83% 82% 85% 86% 85% 76% 79% 77% 74% 79% 79% 77% 0.3% 0.5% 0.6% 0.4% 0.1% 0.2% 0.4% 1.3% 1.7% 1.7% 1.3% 1.3% 2.2% 1.5% 1.7% 0.9% 1.4% 1.1% 1.1% 1.8% 1.3% 0.9% 0.5% 0.8% 0.7% 0.3% 1.1% 0.7% 3.1% 1.5% 2.0% 2.8% 1.5% 2.7% 2.2% 0.1% 0.0% 0.4% 0.1% 0.3% 0.1% 0.1% 0.1% 0.1% 0.1% 0.2% 0.1% 0.1% 0.1% 0.1% 0.1% 0.1% 0.1% 0.1% 0.3% Page 80 75 APPENDIX 11: Assessment & Outcomes 2014 2014 Overall Rotation Evaluation Procedural Skills COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY Total/Av. % 2008 2009 2010 2011 2012 2013 Total/Av. % 2008 2009 2010 2011 2012 2013 234 287 323 322 303 268 1737 339 412 499 567 542 439 2798 914 1070 1147 1018 1162 1028 6339 1197 1282 1289 1260 1372 1425 7825 10 6 10 8 7 5 46 12 9 12 11 9 7 60 0 3 1 0 0 0 4 5 3 6 1 0 0 15 1158 1366 1481 1348 1472 1301 8126 1553 1706 1806 1839 1923 1871 10698 20% 21% 22% 24% 21% 21% 21% 22% 24% 28% 31% 28% 23% 26% 79% 78% 77% 76% 79% 79% 78% 77% 75% 71% 69% 71% 76% 73% 0.9% 0.4% 0.7% 0.6% 0.5% 0.4% 0.6% 0.8% 0.5% 0.7% 0.6% 0.5% 0.4% 0.6% 0.1% 0.0% 0.3% 0.2% 0.3% 0.1% 0.2% 0.1% Page 81 APPENDIX 11: OUTCOMES 76 APPENDIX 11: Assessment & Outcomes 28% 15% 10% 4% 4% 5% 34% 82% 18% 1 2 3 4 5 >5 Not applicable (House Officer) Accepted employment Have not accepted employment 30% 70% 45% 2% 9% 8% 6% 8% 24% 2009 38% 61% 31% 0% 0% 1% 9% 14% 45% 2010 28% 72% 34% 0% 0% 1% 5% 16% 32% 2011 31% 69% 32% 0% 0% 0% 5% 19% 44% 2012 20% 79% 32% 0% 0% 1% 4% 20% 43% 2013 42.1% Accepted advanced education 2014 2014 79.2% 39.6% 76.5% 2.5 89.8% 93.1% 2.3 96.5% 93.5% 2008 NC State Nat’l Accepted a position Number of offers Among those who received an offer Sought/seeking employment in veterinary medicine or advanced education. Accepted a job that matched their preference for employment Received any employment or advanced education offers Survey Question 44.9% 89.1% 2.1 43.5% 83.9% 1.9 79.5% 81.2% 83.7% 79.7% 95.8% 92.0% 2009 NC State Nat’l 51.2% 86.0% 1.6 66.7% 79.1% 97.4% 49.2% 84.6% 1.7 78.9% 85.2% 96.7% 2010 NC State Nat’l 57.7% 92.9% 1.7 72.7% 82.7% 100.0% 52.0% 85.5% 1.6 74.3% 84.2% 97.5% 2011 NC State Nat’l 62.2% 93.3% 1.6 61.6% 88.1% 100.0% 55.2% 88.9% 1.6 61.5% 84.2% 96.3% 2012 NC State Nat’l 39.5% 90.3% 1.7 80.2% 81.5% 96.1% Page 82 48.3% 87.9% 1.6 84.1% 84.3% 95.8% 2013 NC State Nat’l APPENDIX 11: OUTCOMES 77 APPENDIX 11: Assessment & Outcomes Table B. Employment data from AVMA senior student surveys. Comparison of NC State mean data with National (Nat’l) means. 2008 # job offers Employment at Time of Senior Exit survey (late Spring Semester 4th year) Table A. Employment rates of graduates at time of senior exit survey. Appendix 11.1.d COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY Year of Survey 2007 2008 2009 2010 2011 2012 95.2 100.0 95.7 87.5 83.9 82.9 % employment Employment Question Response Rate 42/75 (60.0%) 22/76 (30.0%) 23/76 (20.3%) 32/75 (42.7%) 31/77 (40.3%) 35/77 (45.5%) Overall Survey response rate 56/75 (74.7%) 28/76 (36.8%) 29/76 (38.2%) 36/75 (48.0%) 37/77 (48.1%) 40/77 (52.0%) 98,657 80,702 81.8% 83,046 79.8% 93,453 108,312 91,333 104,107 115,145 2009 NC Nat’l State 10,406 11,140 2008 NC Nat’l State 10,631 10,245 82,877 75.4% 95,168 109,976 120,329 2010 NC Nat’l State 13,471 10,454 85,025 73.0% Nat’l 116,506 127,713 11,717 2011 95,011 NC State 9,985 69,440 55.7% Nat’l 124,567 135,359 10,980 2012 75,044 NC State 5,604 2014 2014 Overall Evaluation of Educational Experience Excellent Very Good Good Fair Poor 38% 43% 15% 3% 1% 56% 34% 9% 1% 0% 35% 41% 23% 1% 0% NA NA NA NA NA NA NA NA NA NA 2012 Student Evaluation at Time of Graduation 2008 2009 2010 2011 41% 36% 17% 4% 3% 2013 Table A. Overall evaluation of educational experience and satisfaction with their experience at the CVM; NC State survey of graduating seniors. Appendix 11.1.e What amount of educational debt did you have when you entered veterinary medical college What will be your total educational debt upon graduation? DVM Educational Debt % of National Mean Survey Question Table D. Educational debt data from AVMA senior student surveys. Comparison of NC State mean data with National means.* Values are US dollars. 2006 2007 2008 2009 2010 2011 Class 84,516 62.4% Nat’l Page 83 135,335 146,221 11,017 2013 90,315 NC State 5,799 APPENDIX 11: OUTCOMES 78 APPENDIX 11: Assessment & Outcomes Table C. Per cent of graduates employed at 3-months after graduation. Data derived from responses replying to a survey at 1 year after graduation. COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY APPENDIX 11: OUTCOMES APPENDIX 11: OUTCOMES APPENDIX 11: Assessment & Outcomes 2014 2014 2014 3.9 16 4.2 20 4.3 20 3.6 18 3.6 20 4.7 20 4.6 20 4 20 4.3 20 4.2 20 4.5 20 4.3 20 4.5 19 3.2 18 4.1 20 4.4 20 4.3 20 20 4.4 20 4.5 18 3.7 20 3.8 20 4.7 20 4.4 20 3.8 20 4 20 4.2 20 4.3 20 4.1 19 4.3 18 2.9 20 4.2 20 4.1 20 3.8 2009 16 3.7 2008 14 4.3 15 4.4 18 4.1 19 4.5 19 4.3 17 4.5 17 3.2 19 4.2 19 4.3 17 4.2 18 4.3 14 3.6 19 3.6 19 4.7 19 4.6 19 4 15 3.9 4.3 14 4.4 15 3.9 18 4.3 19 4.1 19 4.5 17 3.4 17 3.9 19 4 19 4.1 17 4.2 18 3.5 14 3.3 19 4.7 19 4.6 19 3.9 19 3.5 15 20 4.3 22 4.4 22 3.9 22 4.3 22 4.1 22 4.5 19 3.4 22 3.9 22 4 22 4.1 22 4.2 22 3.5 22 3.3 22 4.7 22 4.6 22 3.9 21 3.5 4.2 20 4.6 22 4.2 22 4.4 22 4.3 22 4.6 22 3.4 19 4.6 22 4.3 22 4.4 22 4.4 22 3.9 22 4 22 4.6 22 4.8 22 4 22 3.8 21 27 4.2 25 4.6 27 4.2 27 4.4 27 4.3 26 4.6 24 3.4 27 4.6 27 4.3 27 4.4 27 4.4 24 3.9 27 4 27 4.6 27 4.8 27 4 27 3.8 3.6 27 3.9 25 3.9 27 4.2 27 4.3 27 4.5 26 3.2 24 4.3 27 4 27 4.2 27 4.2 27 3.4 24 3.6 27 4.6 27 4.5 27 3.8 27 3.8 27 19 3.6 18 3.9 19 3.9 19 4.2 19 4.3 19 4.5 19 3.2 19 4.3 19 4 19 4.2 19 4.2 19 3.4 17 3.6 19 4.6 18 4.5 18 3.8 19 3.8 4.1 19 4.3 18 4.1 19 4.5 19 4.4 19 4.4 19 3.6 19 4.3 19 4.5 19 4.3 19 4.4 19 3.8 19 4.1 17 4.6 19 4.3 18 4.3 18 3.7 19 22 4.1 22 4.3 23 4.1 23 4.5 22 4.4 23 4.4 21 3.6 23 4.3 23 4.5 23 4.3 23 4.4 21 3.8 23 4.1 23 4.6 23 4.3 23 4.3 18 3.7 22 22 23 23 22 23 21 23 23 23 23 21 23 23 23 23 18 2010 2011 2012 2013 2009 2010 2011 2012 2013 Mea Mea Mean N Mean N n N Mean N Mean N Mean N Mean N Mean N n N Mean N Mean N Mean N 2008 Rating Rating Overall Rating Overall Rating Employee's Performance Compared Employee's Performance Compared to Graduates of other Veterinary to Graduates of other Veterinary Colleges Respondent Has Employed 3.7 Colleges Respondent Has Employed Component Skills Component Skills Diagnostic Capabilities Rating 4.4 Diagnostic Capabilities Rating Medical Knowledge Rating 4.5 Medical Knowledge Rating Surgical Skills Rating 3.7 Surgical Skills Rating Leadership Skills Rating 3.8 Leadership Skills Rating Professional Ethics Rating 4.7 Professional Ethics Rating Work Ethic Rating 4.4 Work Ethic Rating Confidence Rating 3.8 Confidence Rating Ability to Work Independently Ability to Work Independently Rating 4 Rating Ability to Work As Part of a Team Ability to Work As Part of a Team Rating 4.2 Rating Written Communication Skills Written Communication Skills Rating 4.3 Rating Oral Communication Skills Rating 4.1 Oral Communication Skills Rating Empathy with Clients Rating 4.3 Empathy with Clients Rating Business Knowledge Rating 2.9 Business Knowledge Rating Ability to Work with Employees Ability to Work with Employees from All Levels of Business Rating 4.2 from All Levels of Business Rating Ability to Accurately Assess When to Ability to Accurately Assess When to Consult or Refer a Case Rating 4.1 Consult or Refer a Case Rating Ability to Justify Costs of Procedures Ability to Justify Costs of Procedures If Challenged by a Client--Rating 3.8 If Challenged by a Client--Rating Year Reported Year Reported 79 Page 88 Page 88 Table A. Mean Rating of Employee’s Performance Compared to Graduates Respondent Has Employed from other Universities. (1 to 5 scale with 1 = poor, 2 = fair, Table A. Mean Rating of Employee’s Performance Compared to Graduates Respondent Has Employed from other Universities. (1 to 5 scale with 1 = poor, 2 = fair, 3 =average, 4 = good, 5 = excellent). 3 =average, 4 = good, 5 = excellent). Appendix 11.1.f Assessments of employers of graduates to determine satisfaction with the graduates Appendix 11.1.f Assessments of employers of graduates to determine satisfaction with the graduates COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY 2014 Interactions with hospital staff Interactions with teaching staff Interactions with faculty Interactions with advisor Electronic Medical Record Physical facilities TAU COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY Excellent Very Good Good Fair Poor Excellent Very Good Good Fair Poor Excellent Very Good Good Fair Poor Excellent Very Good Good Fair Poor Excellent Very Good Good Fair Poor Excellent Very Good Good Fair Poor Excellent Very Good Good Fair Poor 43 19 13 2 0 10 34 26 7 0 7 14 33 17 6 23 19 19 13 3 32 33 8 4 0 34 32 6 5 0 23 29 21 3 1 56% 25% 17% 3% 0% 13% 44% 34% 9% 0% 9% 18% 43% 22% 8% 30% 25% 25% 17% 4% 42% 43% 10% 5% 0% 44% 42% 8% 6% 0% 30% 38% 27% 4% 1% 47 19 6 1 0 9 34 28 2 0 6 19 22 17 9 23 19 21 9 1 28 35 8 2 0 26 38 8 1 0 19 28 20 5 1 64% 26% 8% 1% 0% 12% 47% 38% 3% 0% 8% 26% 30% 23% 12% 32% 26% 29% 12% 1% 38% 48% 11% 3% 0% 36% 52% 11% 1% 0% 26% 38% 27% 7% 1% 54 20 10 2 0 15 39 29 3 0 9 17 36 16 8 33 18 22 9 3 26 44 16 0 0 25 41 20 0 0 17 27 36 6 0 63% 23% 12% 2% 0% 17% 45% 34% 3% 0% 10% 20% 42% 19% 9% 39% 21% 26% 11% 4% 30% 51% 19% 0% 0% 29% 48% 23% 0% 0% 20% 31% 42% 7% 0% 51 25 14 3 2 20 30 36 8 0 6 17 44 20 7 34 30 16 9 5 33 44 16 2 0 30 48 15 1 1 15 27 38 13 2 54% 26% 15% 3% 2% 21% 32% 38% 9% 0% 6% 18% 47% 21% 7% 36% 32% 17% 10% 5% 35% 46% 17% 2% 0% 32% 51% 16% 1% 1% 16% 28% 40% 14% 2% 49 21 11 1 0 30 35 16 1 0 8 20 36 15 2 29 26 20 5 0 35 35 10 2 0 37 35 9 1 0 21 27 26 7 1 60% 26% 13% 1% 0% 37% 43% 20% 1% 0% 10% 25% 44% 19% 2% 36% 33% 25% 6% 0% 43% 43% 12% 2% 0% 45% 43% 11% 1% 0% 26% 33% 32% 9% 1% 36 23 15 5 0 25 29 21 2 2 10 18 28 16 6 29 26 19 4 0 29 27 17 6 0 29 25 20 5 0 15 29 17 13 5 46% 29% 19% 6% 0% 32% 37% 27% 3% 3% 13% 23% 36% 21% 8% 37% 33% 24% 5% 0% 37% 34% 22% 8% 0% 37% 32% 25% 6% 0% 19% 37% 22% 16% 6% APPENDIX 11: OUTCOMES 80 APPENDIX 11: Assessment & Outcomes 2014 2014 The course learning outcomes (as stated in the syllabus) were clearly stated and valuable for my education. I was able to accomplish the course learning outcomes (as stated in the syllabus) during this rotation. Cress Survey Question 71.6% 69.0% 1,116 1,092 30.6% 27.0% Senior Year Course Evaluation Questions: % of total responses # Responses Strongly Agree Agree Table C. Senior year course evaluation. 2.2% 1.3% Disagree 0.3% 0.2% Strongly Disagree Page 86 APPENDIX 11: OUTCOMES 81 APPENDIX 11: Assessment & Outcomes Excellent 32 42% 33 45% 23 27% 34 36% 27 33% 19 24% Very Good 26 34% 27 37% 39 45% 37 39% 32 39% 31 39% Good 14 18% 10 14% 22 26% 20 21% 20 24% 17 22% Fair 3 4% 3 4% 2 2% 3 3% 3 4% 10 13% Poor 2 3% 0 0% 0 0% 1 1% 0 0% 2 3% Interactions with interns Excellent 28 36% 30 41% 23 27% 26 27% 34 41% 19 24% Very Good 27 35% 31 42% 35 41% 31 33% 29 35% 19 24% Good 15 19% 10 14% 23 27% 24 25% 15 18% 19 24% Fair 7 9% 1 1% 5 6% 10 11% 3 4% 15 19% Poor 0 0% 1 1% 0 0% 4 4% 1 1% 6 8% Interactions with classmates Excellent 23 30% 42 58% 39 45% 35 37% 29 35% 31 39% Very Good 32 42% 23 32% 30 35% 41 44% 37 45% 32 41% Good 17 22% 7 10% 16 19% 14 15% 16 20% 13 16% Fair 3 4% 1 1% 1 1% 4 4% 0 0% 3 4% Poor 2 3% 0 0% 0 0% 0 0% 0 0% 0 0% Interactions with students in other years Excellent 14 18% 20 27% 16 19% 19 20% 18 22% 26 33% Very Good 31 40% 25 34% 24 29% 33 35% 32 39% 24 31% Good 20 26% 19 26% 31 37% 31 33% 20 24% 18 23% Fair 7 9% 7 10% 11 13% 10 11% 11 13% 9 12% Poor 5 6% 2 3% 1 1% 1 1% 1 1% 1 1% * The information from 2010 through 2013 may not be directly comparable to data before 2010 due to differences in data collections method. Interactions with residents COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY 17.5 5.4 Satisfied Neither satisfied or dissatisfied 100 47.1 52.9 34 5 96.5 3.6 28.6 67.9 28 2008 2010 2004 1 100 12 88 25 2005 1 5 2.8 27.8 66.7 36 2009 2011 4.4 4.4 4.2 4.1 4.0 4.1 4.5 4.1 3.5 2.9 Course Content Quality of Instructors Instructors Attitudes Classroom Facilities Laboratory Facilities Library Teaching Animal Unit Hospital Facilities Computer Facilities Career Planning 2014 2014 40 5 2.9 3.8 4.2 4.7 3.8 3.8 3.8 4.1 4.4 4.2 53 2006 2008 2002 1 Number of Responses Class Year Years after Graduation Survey Year 97.2 4.3 13.9 83.3 36 5 94.1 5.9 29.4 64.7 34 2010 2012 2006 1 3.1 3.6 4.3 4.4 3.8 4.0 3.9 4.1 4.4 4.4 19 2003 1 5 3.5 4.2 4.3 4.8 4.3 4.0 4.0 4.3 4.4 4.5 26 2007 2009 3.1 3.7 4.2 4.7 3.9 4.1 4.0 4.2 4.4 4.4 34 2004 1 5 3.4 4.0 4.3 4.8 4.1 3.9 4.0 4.3 4.6 4.6 28 2008 2010 3.4 4.0 4.4 4.8 4.0 4.3 4.2 4.6 4.8 4.6 25 2005 1 5 3.1 4.0 4.2 4.8 4.0 3.9 3.8 4.3 4.4 4.3 36 2009 2011 3.6 4.2 4.6 4.8 4.3 4.2 4.3 4.5 4.6 4.7 36 2006 1 5 3.4 4.1 4.4 4.9 4.1 4.2 3.9 4.5 4.5 4.5 34 2010 2012 3.1 4.0 4.3 4.8 4.2 4.0 3.8 4.2 4.4 4.5 37 2007 1 100 25.8 74.2 37 2007 1 5 5 3.2 3.7 4.3 4.8 4.4 4.1 3.8 4.3 4.5 4.4 40 2011 2013 96.5 3 30.3 63.6 40 2011 2013 Page 87 APPENDIX 11: OUTCOMES 82 APPENDIX 11: Assessment & Outcomes Mean Quality Rating of Selected Aspects of CVM (1 to 5 scale with 1 = poor, 2 = fair, 3 = average, 4 = good, 5 = excellent ) 2.8 100 19.2 80.8 26 2007 5 94.5 100 10.5 89.5 19 2003 2009 Satisfied +Very satisfied 96.3 3.8 32.1 64.2 53 1 Very dissatisfied 92.5 75 Very satisfied Dissatisfied 40 5 2006 2008 2002 1 Number of Responses CLASS YEAR Years after Graduation Survey Year Overall Satisfaction with CVM (expressed as a %) Table D. Alumni survey data collected at 1 and 5 years after graduation. COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY Assessments of employers of graduates to determine satisfaction with the graduates APPENDIX 11: OUTCOMES APPENDIX 11: OUTCOMES 2014 2014 2014 Year Reported Rating Mean Overall Rating Rating Employee's Performance Compared Overall Rating to Graduates of other Veterinary Compared Colleges Employee's RespondentPerformance Has Employed 3.7 to Graduates of other Veterinary Component Skills Colleges Respondent Has Employed Diagnostic Capabilities Rating 4.4 Component Skills Medical Knowledge Rating 4.5 Diagnostic Capabilities Rating Surgical Skills Rating 3.7 Medical Knowledge Rating Leadership Skills Rating 3.8 Surgical Skills Rating Professional Ethics Rating 4.7 Leadership Skills Rating Work Ethic Rating 4.4 Professional Ethics Rating Confidence Rating 3.8 Work Ethic Rating Ability to Work Independently Confidence Rating Rating 4 Ability to Work Independently Ability to Work As Part of a Team Rating Rating 4.2 Ability to Work As Part of a Team Written Communication Skills Rating Rating 4.3 Written Communication Skills Oral Communication Skills Rating 4.1 Rating Empathy with Clients Rating 4.3 Oral Communication Skills Rating Business Knowledge Rating 2.9 Empathy with Clients Rating Ability to Work with Employees Business Knowledge Rating from All Levels of Business Rating 4.2 Ability to Work with Employees Ability to Accurately Assess When to from All Levels of Business Rating Consult or Refer a Case Rating 4.1 Ability to Accurately Assess When to Ability to Justify Costs of Procedures Consult or Refer a Case Rating If Challenged by a Client--Rating 3.8 Ability to Justify Costs of Procedures If Challenged by a Client--Rating 3.9 16 4.2 4.3 20 3.6 20 3.6 18 4.7 20 4.6 20 4 20 20 4.3 20 4.2 20 4.5 4.3 20 4.5 20 3.2 19 18 4.1 20 4.4 20 4.3 20 16 3.7 20 20 4.4 18 4.5 20 3.7 20 3.8 20 4.7 20 4.4 3.8 20 4 20 4.2 20 20 4.3 19 4.1 18 4.3 2.9 20 4.2 20 4.1 20 3.8 2008 Mean N N 4.3 4.4 14 4.1 15 4.2 19 19 4.5 17 4.3 17 4.5 3.2 18 4.3 19 3.9 17 18 4.2 14 4.3 19 3.6 19 3.6 19 4.7 19 4.6 4 19 15 14 15 4.3 18 4.4 19 4.3 4.1 19 4.5 19 3.4 17 17 3.9 19 3.9 15 4.1 4.2 17 3.5 18 3.3 14 4.7 19 4.6 19 3.9 19 19 4 3.5 4.3 4.4 20 3.9 22 3.9 22 22 4.3 22 4.1 19 4.5 3.4 22 4 22 3.5 22 22 4.1 22 4.2 22 3.5 22 3.3 22 4.7 22 4.6 3.9 22 21 20 22 4.2 22 4.6 22 4.4 4.3 22 4.6 22 3.4 22 19 4.2 22 4.6 21 4.4 4.4 22 3.9 22 4 22 4.6 22 4.8 22 4 22 22 4.3 3.8 4.2 4.6 27 4.2 25 4.6 27 27 4.4 26 4.3 24 4.6 3.4 27 4.3 27 3.8 27 27 4.4 24 4.4 27 3.9 27 4 27 4.6 27 4.8 4 27 27 27 25 3.6 27 3.9 27 4.2 4.3 27 4.5 27 3.2 26 24 3.9 27 4.3 27 4.2 4.2 27 3.4 27 3.6 24 4.6 27 4.5 27 3.8 27 27 4 3.8 3.6 3.9 19 3.9 18 4.3 19 19 4.2 19 4.3 19 4.5 3.2 19 4 19 3.8 19 19 4.2 19 4.2 17 3.4 19 3.6 18 4.6 18 4.5 3.8 19 19 19 18 4.1 19 4.3 19 4.5 4.4 19 4.4 19 3.6 19 19 4.1 19 4.3 19 4.3 4.4 19 3.8 19 4.1 19 4.6 17 4.3 19 4.3 18 18 4.5 3.7 4.1 4.3 22 4.1 22 4.3 23 22 4.5 23 4.4 21 4.4 3.6 23 4.5 23 3.7 23 23 4.3 21 4.4 23 3.8 23 4.1 23 4.6 23 4.3 4.3 23 18 22 22 23 23 22 23 21 23 23 23 23 21 23 23 23 23 18 2010 2011 2012 2013 Mea 2009 2010 2011 2012 2013 N n N Mean N Mean N Mean N Mea Mean N n N Mean N Mean N Mean N 2009 Mean 3 =average, 4 = good, 5 = excellent). Year Reported 2008 Page 88 Page 88 3 =average, 4 =A.good, = excellent). Table Mean5 Rating of Employee’s Performance Compared to Graduates Respondent Has Employed from other Universities. (1 to 5 scale with 1 = poor, 2 = fair, 83 APPENDIX 11: Assessment & Outcomes Appendix 11.1.f Assessments of employers of graduates to determine satisfaction with the graduates Table A. Mean Rating of Employee’s Performance Compared to Graduates Respondent Has Employed from other Universities. (1 to 5 scale with 1 = poor, 2 = fair, Appendix 11.1.f COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY 7% (3) 4 43% (20) 42% (14) 31% (11) 11% (5) 12% (4) 20% (7) Overall preparedness Adequate Very Good 34% (10) 17% (5) 39% (18) 39% (13) 43% (15) Excellent 38% (11) Page 89 Teaching space/Equipment Not adequate Adequate Very Good Excellent Lecture theaters (North and South Theaters and D239) 11% (6) 22% (12) 44% (24) 24% (13) Mid-size classroom (A101, D236, R101) 6% (3) 35% (18) 42% (22) 17% (9) Small lecture spaces and group classrooms 9% (5) 32% (18) 40% (23) 7% (4) Multipurpose teaching laboratory (Anatomy, microscope B104 lab, Clinical Skill/Jr. Surgery) 17% (4) 54% (13) 0% (0) 29% (7) Clinical rounds rooms 10% (4) 22% (9) 29% (12) 39% (16) Equipment available for teaching 4% (2) 30% (16) 35% (19) 31% (17) Best aspect of the facilities and teaching equipment: Terry Center facilities overall (especially the rounds rooms and services spaces), IT support and recent upgrades in technology infrastructure in all classrooms, space gained in the HWC for teaching. Areas of concern cited: Two main lecture theaters are outdated, the number and availability of small group and laboratory teaching spaces, A/V equipment management issues, equipment availability for the teaching laboratories. Improvement priorities: TAU remodel and upgrades, anatomy laboratory expansion and upgrade, Equine and Farm Animal Veterinary Center (EFAVC; large animal hospital) remodel and upgrades, expansion of the HWC to provide more basic skills training, limited seating in the major lecture theaters with poor temperature control, increased multipurpose teaching space, and continued improvement of the AV/IT infrastructure and support. 2014 2014 APPENDIX 11: OUTCOMES 84 APPENDIX 11: Assessment & Outcomes Little animal experience, weak background in molecular biology and biochemistry. Basic knowledge in physiology, immunology and microbiology. Basic knowledge of material in first two years of the curriculum, poor math skills. Off –shore student knowledge base concerns, inadequate number of lectures in cardiology Areas of concern cited Table B. Faculty Survey (2013) assessment of the quality of facility and equipment. 6% (2) 6% (2) Not adequate 10% (3) 2 3 1 Year taught Table A. Faculty Survey (2013) assessment of the overall preparedness of the students entering their class. Appendix 11.1g. COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY 2014 Page 90 Caseload and clinical resource Not adequate Adequate Very Good Excellent VHC caseload for teaching veterinary students 7% (3) 22% (10) 46% (21) 26% (12) VHC caseload for teaching house officers 5% (2) 29% (12) 29% (12) 38% (16) EFAVC as a teaching resource 7% (1) 50% (7) 29% (4) 14% (2) Terry Center as a teaching resource 0% (0) 8% (2) 42% (10) 50% (12) HWC as a teaching resource 0% (0) 35% (6) 41% (7) 24% (4) TAU as a teaching resource 0% (0) 17% (2) 50% (6) 33% (4) Field Service as a teaching resource 33% (3) 44% (4) 22% (2) 0% (0) Best aspect of the CVM clinical resources: TAU, Terry Center, diverse and busy caseload, clinical technicians, hospital infrastructure (radiology, clinical pathology, medical records), institutional partners for our field services (NC Aquariums, Karen Beasley Sea Turtle Rescue and Rehabilitation Center, and area marine laboratories). Areas of concern cited: Equine and farm animal caseload, enrollment increase and class size, need for increased primary care caseload, curriculum shift away from the basic sciences, information overload, curriculum taught in silos, and a need for an onsite testing center. Improvement priorities: EFAVC facilities improvement and caseload expansion, continued investment and expansion of the HWC, more faculty and technical support to handle the caseload and teaching responsibilities, improved medical records system, and CMAST dormitory facilities. Table D. Faculty Survey (2013) assessment of clinical resources. 2014 APPENDIX 11: OUTCOMES 85 APPENDIX 11: Assessment & Outcomes Access and quality of support Not adequate Adequate Very Good Excellent Access to online journals and other information sources 4% (2) 7% (4) 26% (15/ 63% (36) Access to print journals, books and other information sources at the VML 4% (2) 11% (6) 46% (26) 40% (23) Access to print journals, books, videos, and other information sources from the other NC State libraries 2% (1) 23% (13) 39% (22) 37% (21) Quality of support for using information resources in teaching efforts 0% (0) 9% (5) 34% (19) 57% (32) Best aspects of library and information resources: Library Director and her staff were universally cited as a strength and resource, access to electronic/online journals, and Tripsaver services. Areas of concern cited: Larger budget needed for more journal access, funds to pay for print materials. Improvement priorities: More space, more small group teaching spaces and testing rooms, and better sounds control. Table C. Faculty Survey (2013) assessment of the Library and information resources. COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY 0.0 8.3 22.2 69.4 Not Very Valuable Neither Valuable Extremely Valuable 2008 62.0 36.0 0.0 0.0 50 2006 2014 2014 Valuable + Extremely Valuable 91.6 98 * Survey data collected at 1 and 5 years after graduation. 36 2002 Number of Responses Class Year Survey Year* 99.6 55.6 44.0 0.0 0.0 18 2003 2009 100 88.0 12.0 0.0 0.0 25 2007 97.1 67.7 29.4 2.9 0.0 34 2004 2010 Table A. Alumni Assessment of the value of Selectives (responses are expressed as a %). Appendix 11.1.h. COLLEGE OF VETERINARY MEDICINE NC STATE UNIVERSITY 89.3 75.0 14.3 7.1 3.6 28 2008 93.2 55.7 37.5 0.0 0.0 24 2005 2011 91.7 55.6 36.1 5.6 2.8 36 2009 100 66.7 33.3 0.0 0.0 36 2006 2012 94.1 70.6 23.5 5.9 0.0 34 2010 94.3 68.6 25.7 5.7 0.0 35 2007 2013 97.3 78.4 18.9 0.0 2.7 37 2011 Page 91 APPENDIX 11: OUTCOMES 86 APPENDIX 11: Assessment & Outcomes COLLEGE OF VETERINARY MEDICINE
