Veterinary Technology - AS
Enhanced Comprehensive Academic Program
Review 2014-15
Associate in Science Degree:
Veterinary Technology
Academic Effectiveness and Assessment
St. Petersburg College
March 2015
Department of
Institutional Research and
Effectiveness
St. Petersburg College
P.O. Box 13489
St. Petersburg, FL 33733
(727) 712-5237
FAX (727) 712-5411
Enhanced Comprehensive Academic Program Review Produced
by
Veterinary Technology Program
Richard Flora, DVM MSBA
Dean, School of Veterinary Technology
Department of Academic Effectiveness and Assessment
Amy Eggers, M.A.
Research Analyst, Academic Effectiveness and Assessment
Ashley Caron, M.A.
Assessment & Accreditation Coordinator, Academic Effectiveness
and Assessment
Magaly Tymms, M.A.
Director, Academic Effectiveness and Assessment
The Board of Trustees of St. Petersburg College affirms its equal opportunity policy in
accordance with the provisions of the Florida Educational Equity Act and all other
relevant state and federal laws, rules and regulations. The college will not
discriminate on the basis of race, color, ethnicity, religion, sex, age, national origin,
marital status, sexual orientation, gender identity, genetic information, or against any
qualified individual with disabilities in its employment practices or in the admission
and treatment of students. Recognizing that sexual harassment constitutes
discrimination on the basis of sex and violates this Rule, the college will not tolerate
such conduct.
Data and information contained herein cannot be used without the express written
authorization of St. Petersburg College. All inquiries about the use of this information
should be directed to the Executive Director of Institutional Research and
Effectiveness at St. Petersburg College.
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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Table of Contents
Executive Summary .................................................................................... 1
SPC Mission Statement ................................................................................. 5
Introduction ............................................................................................. 5
Institutional Effectiveness ....................................................................... 5
Educational Assessment .......................................................................... 6
Program Review Process.......................................................................... 7
Program Description ................................................................................... 9
Degree Offered .................................................................................... 9
Accreditation....................................................................................... 9
Program Learning Outcomes ..................................................................... 9
Measure Descriptions .................................................................................11
Program Performance ................................................................................16
Actual Course Enrollment .......................................................................17
Unduplicated Headcount ........................................................................18
SSH Enrollment ...................................................................................19
Percent Full .......................................................................................20
Course Success ....................................................................................22
Grade Distribution ...............................................................................23
Industry Certification Attainment .............................................................24
Internship Enrollment ...........................................................................25
Program Plans Taken by Plan ...................................................................26
Program Graduates...............................................................................27
Faculty/Adjunct Ratio ...........................................................................28
Occupation Profile ....................................................................................30
Occupation Description ..........................................................................31
National, State, and County Trends and Wage Information...............................31
Major Employers ..................................................................................33
Total Placement ..................................................................................34
State Graduates Outcomes .....................................................................35
Academics ..............................................................................................36
Educational Outcomes ...........................................................................37
Stakeholder Perceptions .............................................................................39
Student Survey of Instruction (SSI) ............................................................40
Recent Alumni Survey ...........................................................................41
Employer Survey ..................................................................................45
Labor Insight/Jobs ...............................................................................48
Program Action Plan ..................................................................................55
References..............................................................................................57
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
iii
Contact Information ..................................................................................57
Appendix A: Program Outline ........................................................................59
Appendix B: Program Assessment Report ..........................................................65
Appendix C: 2014 Advisory Committee Minutes and Recommendations ......................78
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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Executive Summary
Introduction
The program review process at St. Petersburg College (SPC) is a collaborative effort
designed to continuously measure and improve the quality of educational services
provided to the community.
Program Description
SPC’s Veterinary Technology Associate in Science degree gives students a solid foundation
for success. Taking classes on campus means learning in SPC’s $11 million dollar
Veterinary Technology facility, featuring 32,000 square feet of classrooms, labs, surgery,
and x-ray suites. Offered both online and in the classroom, the program trains students in
a wide range of skills including radiology, nursing, dentistry, surgical preparation,
anesthesia, and clinical laboratory tests, while preparing them for the national
certification exam.
Degree Offered
An Associate in Science Degree in Veterinary Technology is offered at SPC.
Program Performance
Actual Course Enrollment increased in 2013 (3,605) from the previous year
(3,517).
Unduplicated Headcount has increased every year since 2010, reaching a fouryear high in 2013 (444).
SSH Enrollment has increased every year since 2010, reaching a four-year high in
2013 (6,317).
Comparisons between the Fall semesters indicated that the Percent Full Metric
increased in Fall 2014 (81.2%) from Fall 2013 (80%).
The course success rate decreased in 2013 (86%) from the previous year (88%).
Grade Distribution indicated that the majority of students (86%) received an ‘A’,
‘B’ or ‘C’ during 2013.
Industry Certification Attainment for the VETTECH –AS program indicated that a
majority of students passed the Veterinary Technician National Exam (VTNE)
between 2009-10 and 2013-14, with the pass rate reaching a five year high in
2010-11 with 89.1% of students passing the national exam.
Comparisons between the Fall semesters indicated that the Internship
Enrollment increased in Fall 2014 for ATE 1944 (53), ATE 2945 (60), and ATE
2946 (27) from Fall 2013 (37, 45, and 23, respectively), but decreased for ATE
1943 (61) from the previous Fall (75).
Program Plans Taken by Plan revealed that the majority of students who were
enrolled in the program during fall 2012, and had not graduated, remained in
the program by fall 2013. This measure does not display the number of students
who graduated during any given term.
The number of program graduates in the Veterinary Technology - AS program
decreased in 2013 (81) from the previous year (87).
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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x
x
Fulltime Faculty taught 48.9% of the ECHs in 2013-14 as compared to 46.1% in
2012-13. Adjunct Faculty taught 40.7% of the ECHs in 2013-14 as compared to
43.3% in 2012-13.
The highest semester for Adjunct ECHs was Spring 2012-13 in which adjunct
faculty taught 46.4% of the program’s course load. The three-semester average
for adjuncts (40.7%) in 2013-14 is consistent with the College’s general 55/45
Faculty/Adjunct Ratio guideline.
Occupation Profile
x One occupation description, Veterinary Technologists and Technicians, was
located in the Economic Modeling Specialists International (EMSI) website for the
Veterinary Technology – AS program.
x The 2014 median hourly earnings for Veterinary Technologists and Technicians
was $14.56 in the United States, $13.37 in Florida, and $13.81 in Pinellas
County.
x Employment trend information for Veterinary Technologists and Technicians
showed an average annual increase (12.9% - 14.2%) for the period between 2014
and 2018 across the country, state, and county.
x The major employers of the Veterinary Technology – AS graduates are SPOT,
Beneva Animal Hospital, Jaffe Animal Clinic, Charles R. Billings, Publix, Gandy
Animal Hospital, Affiliated Veterinary Specialists, Whippany Veterinary Hospital,
Interlachen Veterinary Clinic/dab Shelton Vet Clinic, Alex Steverson, DVM, Lake
City Animal Hospital, and Banfield Pet Hospital.
x Total Placement in the Veterinary Technology – AS program decreased in 201112 (93%) from the previous year (98%).
x State Graduates data indicated that ninety students completed one of the four
state Veterinary Technology – AS programs in 2011-12, of those 87 had some
matching state data and were employed. Eighty percent (80%) of those state
graduates were employed at least a full quarter.
Academics
x The 2013-14 Academic Program Assessment Report indicated that the desired
results were met for five of the seven Program Learning Outcomes (PLOs)
assessed in the Veterinary Technology – AS Program.
x The 2013-14 Academic Program Assessment Follow-Up Report has not yet been
published.
Stakeholder Perceptions
x All the individual average content area scores for the Student Survey of
Instruction (SSI) were above the traditional threshold (an average of 5.0) used
by the College for evaluating seven-point satisfaction scales. These results
suggest general overall satisfaction with the courses within the Veterinary
Technology – AS program; specifically, as they relate to faculty engagement,
preparation and organization, and course instruction.
x Eighty-four Recent Alumni surveys were provided to the 2012-13 graduates of
the Veterinary Technology – AS program. Forty-three percent of the graduates
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
¤ Copyright St. Petersburg College, March 2015. All rights reserved.
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x
x
responded to the survey (36 of the 84). Not all respondents answer every survey
question; therefore, the percentages listed below represent the responses to
each survey question in relation to the total number of responses received for
each question.
Notable results include:
o 30.6% of recent graduate survey respondents indicated their main goal in
completing a degree or certificate at SPC was to “Meet
certification/training needs”; 22.2% “Change career fields”; 22.2%
“Continue my education”; 13.9% “Obtain employment”; 8.3% “Earn more
money”; and 2.8% “Other”.
o 61.1% of recent graduate survey respondents indicated that SPC did
“Exceptionally well” in helping them meet their goal; 30.6% “Very well”;
while 8.3% said “Adequately”.
o 100.0% of recent graduate survey respondents would recommend SPC’s
Veterinary Technology program to another.
Ten Employer surveys were sent based on permissions provided by recent
graduates in the 2012-13 recent alumni survey. Seventy percent of the
employers surveyed responded to the survey.
Notable results include:
o 100.0% of employers responding to the survey indicated they would hire
another graduate from SPC.
o 57.1% of employers responding to the survey had graduate employees
who earned between $10.00 and $14.99 per hour ($21,000 - $30,999
annually); another 28.6% had employees who earned between $15.00 and
$19.99 per hour ($31,000 - $41,999 annually); while the remaining 14.3%
had employees who earned between $20.00 and $24.99 per hour ($42,000
- $51,999 annually).
Labor Insight/Jobs reports indicated the majority of workforce openings during
the past six months, for Veterinary Technologists and Technicians were in
Pinellas County. The top skills listed in the openings were anesthesiology and
surgery; and the top industry sector was ‘professional, scientific, and technical
services’.
Dean’s Perspective: Issues, Trends, and Recent Successes
SPC’s AS – Veterinary Technology program continues to be considered one to the top
veterinary technology programs in veterinary technology. Our success rate on the
Veterinary Technician National Exam continues to be above the national average.
Enrollment in the program continues to be strong, with capacity enrollment in our
campus program and increasing enrollment in our online program. The success rate for
our students is high (85%+), while our instructors expect high performance in their
courses. We added a summer internship at the Sea Turtle Rehabilitation Center in Costa
Rica, and it has resulted in great response and participation from our students.
Feedback has indicated that this is a tremendous experience for our students. Total
placement for SPC graduates continues to be very strong, with 97% to 98% of our
graduates employed in veterinary technology related jobs upon graduation.
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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An area of concern is our faculty/adjunct ratio. We are approaching a 50:50 ratio, so it
may be necessary to add a full-time faculty member in the near future.
Another area of concern is the return rate for our alumni and employer surveys. By
addressing the return rate for our alumni surveys we will be able to increase the number
of employer surveys, as we gain the information for additional employers through an
increase in the number of alumni surveys received.
Recommendations/Action Plan
x Program Recommendations and action plans are compiled by the Dean and
Program Administrators, and are located at the end of the document.
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2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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SPC Mission Statement
The mission of St. Petersburg College is to promote student success and
enrich our communities through education, career development and selfdiscovery. St. Petersburg College fulfills its mission led by an outstanding,
diverse faculty and staff and enhanced by advanced technologies, distance
learning, international education opportunities, innovative teaching
techniques, comprehensive library and other information resources,
continuous institutional self-evaluation, a climate for student success, and
an enduring commitment to excellence.
Introduction
In a holistic approach, the effectiveness of any educational institution is
the aggregate value of the education it provides to the community it
serves. For over eighty-five years, St. Petersburg College (SPC) has
provided a wide range of educational opportunities and services to a
demographically diverse student body producing tens of thousands of
alumni who have been on the forefront of building this county, state, and
beyond. This is due, in large part, to the College’s institutional
effectiveness.
Institutional Effectiveness
Institutional Effectiveness is the integrated, systematic, explicit, and
documented process of measuring performance against the SPC mission for
the purposes of continuous improvement of academic programs,
administrative services, and educational support services offered by the
College.
Operationally, the institutional effectiveness process ensures that the
stated purposes of the College are accomplished. In other words did the
institution successfully execute its mission, goals, and objectives? At SPC,
the Department of Academic Effectiveness works with all departments and
units to establish measurable statements of intent that are used to
analyze effectiveness and to guide continuous quality improvement
efforts. Each of St. Petersburg College's units is required to participate in
the institutional effectiveness process.
The bottom-line from SPC’s institutional effectiveness process is
improvement. Once SPC has identified what it is going to do then it acts
through the process of teaching, researching, and managing to accomplish
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2014-15 Enhanced Comprehensive Academic Program Review
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its desired outcomes. The level of success of SPC’s actions is then
evaluated. A straightforward assessment process requires a realistic
consideration of the intended outcomes that the institution has set and a
frank evaluation of the evidence that the institution is achieving that
intent.
There is no single right or best way to measure success, improvement, or
quality. Nevertheless, objectives must be established, data related to
those objectives must be collected and analyzed, and the results of those
findings must be used to improve the institution in the future. The
educational assessment is a critical component of St. Petersburg College’s
institutional effectiveness process.
Educational Assessment
Educational programs use a variety of assessment methods to improve
their effectiveness. Assessment and evaluation measures are used at
various levels throughout the institution to provide provosts, deans,
program managers, and faculty vital information on how successful our
efforts have been.
While the focus of a particular educational assessment area may change,
the assessment strategies remain consistent and integrated to the fullest
extent possible. The focus of Associate in Arts degrees is students
continuing on to four-year degree programs. The Associate in Science
programs are targeted towards students seeking employable skills, which
does not require but may include continuing on to a four-year program.
The General Education based assessments focus on the general learning
outcomes from all degree programs, while Program Review looks at the
viability of the specific programs.
The individual reports unique by their individual nature are nevertheless
written to address how the assessments and their associated action plans
have improved learning in their program. The College has developed an
Educational Assessment Website http://www.spcollege.edu/edoutcomes/
to serve as repository for all SPC’s educational outcomes reports and to
systematically manage our assessment efforts.
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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Program Review Process
The program review process at St. Petersburg College is a collaborative
effort to continuously measure and improve the quality of educational
services provided to the community. The procedures described below go
far beyond the “periodic review of existing programs” required by the
Florida College System, and exceed the necessary guidelines within the
Southern Association of Community Colleges and Schools Commission on
Colleges (SACSCOC) review procedures.
State guidelines require institutions to conduct program reviews every
seven years as mandated in chapter 1001.03(13) of the Florida Statutes,
the State Board of Education (formerly the Florida Board of Education)
must provide for the review of all academic programs.
(13) …CYCLIC REVIEW OF POSTSECONDARY ACADEMIC
PROGRAMS.--The State Board of Education shall provide
for the cyclic review of all academic programs in Florida
College System institutions at least every 7 years. Program
reviews shall document how individual academic programs
are achieving stated student learning and program
objectives within the context of the institution's mission.
The results of the program reviews shall inform strategic
planning, program development, and budgeting decisions
at the institutional level.
In addition, Rule 6A-14.060 (5) states that each community college shall:
(5) …Develop a comprehensive, long-range program plan,
including program and service priorities. Statements of
expected outcomes shall be published, and facilities shall
be used efficiently to achieve such outcomes. Periodic
evaluations of programs and services shall use placement
and follow-up data, shall determine whether expected
outcomes are achieved, and shall be the basis for
necessary improvements.
The recommended program review timeline at SPC is four years and is
aligned with the long-standing three-year academic program assessment
cycle, producing a coherent and integrated review process. Figure 1
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
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represents the relationship between program assessment, program review,
and the viability report processes that comprise the academic program
assessment cycle.
Figure 1: Academic Program Assessment Cycle
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2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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Program Description
SPC’s Veterinary Technology Associate in Science degree gives students a
solid foundation for success. Taking classes on campus means learning in
SPC’s $11 million Veterinary Technology facility, featuring 32,000 square
feet of classrooms, labs, surgery, and x-ray suites. Offered both online
and in the classroom, the program trains students in a wide range of skills
including radiology, nursing, dentistry, surgical preparation, anesthesia,
and clinical laboratory tests, while preparing them for the national
certification exam.
Degree Offered
An Associate in Science Degree in Veterinary Technology is offered at SPC.
For a complete listing of all courses within the Veterinary Technology
Program, please see Appendix A.
Accreditation
The Veterinary Technology Program is accredited by the American
Veterinary Medical Association-Committee on Veterinary Education and
Activities. The program was last accredited in 2013, and the next
accreditation is scheduled for 2015.
Program Learning Outcomes
1. The student will recognize the principles of pharmacology, classes
of drugs, and be familiar with the pharmacology of commonly used
medications.
2. The student will understand sterile technique, surgical assisting,
and be familiar with the characteristics of common surgical
instruments.
3. The student will competently perform common clinical laboratory
tests such as blood counts, serum chemistry, and urinalysis.
4. The student will properly apply nursing practices when
administering intravenous catheters, urinary catheters, and
bandaging materials.
5. The student will practice accuracy and safety while taking
radiographs, and will recognize and correct errors in technique
when necessary.
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2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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6. The student will implement safe anesthesia management, including
understanding anesthetic agents, monitoring administration, and
safe recovery.
7. The student will recognize the principles of dentistry and
demonstrate basic knowledge of the procedures associated with
dentistry in veterinary medicine.
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2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
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Measure Descriptions
The CAPR reports include twenty-three measures designed to provide an
overview of all the various elements pertaining to the program. The source of the
information for nine of the first ten measures is the Program Review CAPR
Dashboard in the SPC Pulse/Business Intelligence system. Sources for the
remaining measures can be found within their measure description. Measures
obtained from SPC Pulse/Business Intelligence were extracted between March 1
and July 1, 2015. Each measure is described in detail below.
Measure #1: Actual Course Enrollment (Enrollment Count)
Actual Course Enrollment is the sum of actual student enrollment for the courses
within the specified Academic Organization during the selected academic years.
This number is a duplicated headcount of students enrolled in the program's
courses, and does not reflect the actual number of students enrolled in the
program or its associated certificates (if applicable). The filters for the Actual
Course Enrollment measure are as follows:
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Academic Plan - Multi: Undergraduate
College - Group - Acad Org - Subject: Academic Organization
All other filters: All
Measure #2: Unduplicated Headcount
Unduplicated Headcount is the total number of unduplicated students enrolled in
courses within the specified Academic Organization during the selected academic
years. The filters for the Unduplicated Headcount measure are as follows:
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Academic Plan - Multi: Undergraduate
College - Group - Acad Org - Subject: Academic Organization
All other filters: All
Measure #3: SSH Enrollment
Student Semester Hours (SSH) Enrollment is defined as the total number of
student semester hours in the specified Academic Organization during the
selected academic years. The filters for the SSH Enrollment measure are as
follows:
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Academic Plan - Multi: Undergraduate
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College - Group - Acad Org - Subject: Academic Organization
All other filters: All
Measure #4: Percent Full
The Percent Full metric is the actual enrollment count of the specified Academic
Organization divided by the Standard Course Load (SCL) for the selected
academic terms. The filters for the Percent Full metric are as follows:
Academic Year - Term Desc - Multi: 2013-14 Fall, Spring,
Summer; 2014-15 Fall
College - Group - Acad Org - Subject: Academic Organization
Class Status: Active, Full, Stop Further Enrollment
All other filters: All
Measure #5: Course Success (Performance)
The Performance measure is defined as the number of students successfully
completing a course with a grade of A, B, or C (success rate), divided by the total
number of students enrolled in courses within the Academic Organization during
the selected academic years. The filters for the Performance measure are as
follows:
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Academic Plan - Multi: Undergraduate
College - Group - Acad Org - Subject: Academic Organization
All other filters: All
Measure #6: Grade Distribution
The Grade Distribution measure reports the number of students receiving an A,
B, C, D, F, N, W, or WF in courses within the academic program plan during the
selected academic years. The filters for the Grade Distribution measure are as
follows:
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Academic Plan - Multi: Program Plan
All other filters: All
Measure #7: Industry Certification Attainment
The Industry Certification Attainment measure reports the number of students in
the program plan that have attained an industry certification or have passed a
licensing exam. Source: SPC Factbook, Table 9; Workforce database of student
certifications.
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Measure #8: Internship Enrollment (Course Groups)
The Internship Enrollment measure reports the number of students enrolled in
clinical, practicum, or internship courses within the program plan during the
selected academic years. The filters for the Internship Enrollment measure are as
follows:
Academic Year - Term Desc - Multi: 2013-14 Fall, Spring,
Summer; 2014-15 Fall
Academic Plan - Multi: Program Plan
All other filters: All
Measure #9: Program Plans Taken by Plan
The Program Plans Taken by Plan measure reports the number of students in the
specified program plan in a selected cohort (by Term) that have continued in the
plan, and the number of students that have since transferred to other plans, for
the selected academic terms or years. The filters for the Program Plans Taken by
Plan measure are as follows:
Student Cohort Student Term History Academic Year-Term
Desc: 2012-13 Fall
Enroll History Acad Term Desc (must be same as above):
2012-13 Fall
Student Term History Academic Plan: Applicable Program
plan
Comparison Filters
Academic Year - Term Desc - Multi: 2012-13 Fall, Spring,
Summer; 2013-14 Fall, Spring, Summer, 2014-15 Fall
All other filters: All
Measure #10: Graduates
The Graduates measure depicts the total number of graduates within specified
program plan(s) associated with the Academic Organization, for the selected
academic years. The filters for the Graduates measure are as follows:
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Graduation Degree Plan Subplan - Multi: All Applicable
Program Plans
All other filters: All
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2014-15 Enhanced Comprehensive Academic Program Review
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Measure #11: Faculty/Adjunct Ratio
The Faculty/Adjunct Ratio measure reports the number and percentage of
program equated credit hours (ECHs) taught by the individual faculty
classifications.
Source:
PeopleSoft
Student
Administration
System:
Faculty/Adjunct Ratio Report (S_FACRAT).
Measure #12: Revenue and Expenses (will be available by June 2015) Measure #13: Capital Expenditures (will be available by June 2015) Measure #14: National, State, and County Trends and Wage Information
Employment trend information is reported by country, state, and county. Jobs
(2014) refers to the average annual job openings due to growth and net
replacement; % Change (2014-2018) depicts the percent change in the number of
annual job openings during the four-year period; and Median Earnings refers to
the average earnings for the specified job title. Source: CareerSource Pinellas:
EMSI (Economic Modeling Specialists International) www.economicmodeling.com.
Measure #15: Major Employers Major employers consist of the primary local employers of SPC graduates. These
names are obtained from the Recent Alumni Survey Report and Program
Administrators.
Measure #16: Total Placement
Total Placement is the percentage of students who have enlisted in the military,
are continuing their education, or are employed in their field within the first
year of graduation. Source: FETPIP Florida College System Vocational Reports
http://www.fldoe.org/accountability/fl-edu-training-placement-infoprogram/fl-college-system-vocational-reports.stml. Measure #17: State Graduates Outcomes State graduates outcomes provide reference data for the employment trend
data. Specifically, data on former students and program participants who have
graduated, exited or completed a public or training program within the State of
Florida are documented. Source: FETPIP Florida College System Vocational
Reports http://www.fldoe.org/accountability/fl-edu-training-placement-infoprogram/fl-college-system-vocational-reports.stml.
Measure #18: Educational Outcomes End-of-program assessment data that are reported in the program’s most recent
Academic Program Assessment Report (APAR) are summarized and reported with
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the program’s learning outcomes, means of assessment, and information about
the program’s next assessment report.
Measure #19: Three-Year Course Review (will be available by June 2015) Measure #20: Student Survey of Instruction The Student Survey of Instruction (SSI) is electronically distributed to all students
enrolled in traditional classroom sections, lab courses and self-paced or directed
individual study, and online courses at the College. The purpose of the SSI is to
acquire information on student perception of the quality of courses, faculty, and
instruction, and to provide feedback information for improvement.
Measure #21: Recent Alumni Survey Recent alumni surveys are administered to measure alumni satisfaction with
SPC’s education programs. The Recent Alumni Survey collects information
related to career preparation, preparation for continuing education, and the
current employment information and educational status of former students.
Recent Alumni are surveyed six months after they graduate from SPC.
Measure #22: Employer Survey Employer surveys are used to measure employer satisfaction with SPC graduates.
Employers evaluate graduates from Bachelor of Science/Bachelor of Applied
Science (BS/BAS), Associate in Science/Associate in Applied Science (AA/AS), and
certificate programs. Surveys are sent to employers of recent graduates annually
each spring semester.
Measure #23: Labor Insight/Jobs
Labor Insight/Jobs provides a variety of reports which are based on current
workforce openings. Reports are available by occupations, top titles, education
and experience, top skills, top industry sectors, top employers, salary
distributions, and job counts. Filters allow the user to select a timeframe,
geographic location, and job title. A license is required to access Burning Glass at
http://laborinsight.burning-glass.com/ Veterinary Technology - AS
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Program Performance
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Enrollment
1 of 1
https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Enrollment.aspx
Student Information - Detail
Enrollment
Magaly Tymms
CAPR : Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan
Enrollment Count Gr…
Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD
Student System Cube Refresh
Last Refresh:
3/3/2015 5:15:46 AM
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Campus Description:
Academic Plan - Multi: All
College - Group - Acad Org - Subject: VETTECH-LD
Course Instructional Method: All
Student Type (FTIC):
Class Academic Group: All
Age Group:
Enrollment Count
Ethnic Group:
Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD
Term Academic Year - Term Desc Enrollment Count
2010
3,166
2011
3,550
2012
3,517
2013
3,605
Gender:
Custom Cohort: All
17
3/3/2015 9:21 AM
Enrollment
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Student Information - Detail
Enrollment
Magaly Tymms
CAPR : Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan
Unduplicated Student…
Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD
Student System Cube Refresh
Last Refresh:
3/3/2015 5:15:46 AM
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Campus Description:
Academic Plan - Multi: All
College - Group - Acad Org - Subject: VETTECH-LD
Course Instructional Method: All
Student Type (FTIC):
Class Academic Group: All
Age Group:
Ethnic Group:
Unduplicated Student Co…
Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD
Gender:
Term Academic Year - Term Desc Unduplicated Student Count
2010
380
2011
421
2012
426
2013
444
Custom Cohort: All
18
3/3/2015 9:17 AM
Enrollment
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Magaly Tymms
CAPR : Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan
SSH Enrollment Graph
Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD
Student System Cube Refresh
Last Refresh:
3/3/2015 5:15:46 AM
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Campus Description:
Academic Plan - Multi: All
College - Group - Acad Org - Subject: VETTECH-LD
Course Instructional Method: All
Student Type (FTIC):
Class Academic Group: All
Age Group:
Ethnic Group:
SSH Enrollment
Class Academic Career: UGRD, Student Term Career - Program - Plan - Subplan: UGRD, Class College School Dept - Academic Group Desc - Academic Organization - Subject Catalog Nbr: VETTECH-LD
Gender:
Term Academic Year - Term Desc Units Taken
2010
5,579
2011
6,161
2012
6,174
2013
6,317
Custom Cohort: All
19
3/3/2015 9:19 AM
Percent Full Metric Graph
3/3/2015
Percent Full
Fall Term 2013‐2014 (0475),Spring Term 2013‐2014 (0480),Summer Term 2013‐2014 (0485),Fall Term 2014‐2015 (0490),All,VETTECH‐LD,All,All
20
View:
Date:
Dashboard:
Parameter:
Percent Full Metric by Instructional Method
3/3/2015
Percent Full
Fall Term 2013‐2014 (0475),Spring Term 2013‐2014 (0480),Summer Term 2013‐2014 (0485),Fall Term 2014‐2015 (0490),All,VETTECH‐LD,All
Term Academic Year - Term Desc
Measures
Fall Term 2013-2014 (0475)
Enrollment Count
1,568
53
677
838
Fall Term 2013-2014 (0475)
Standard Course Load
1,950
100
875
975
Fall Term 2013-2014 (0475)
Percent Full
80.0%
53.0%
76.5%
85.9%
Spring Term 2013-2014 (0480)
Enrollment Count
1,553
658
895
Spring Term 2013-2014 (0480)
Standard Course Load
1,940
960
980
Spring Term 2013-2014 (0480)
Percent Full
80.1%
68.5%
91.3%
All
Blended
Summer Term 2013-2014 (0485)
Enrollment Count
484
Summer Term 2013-2014 (0485)
Standard Course Load
790
Face-to-Face
Online
61.3%
484
790
61.3%
Summer Term 2013-2014 (0485)
Percent Full
Fall Term 2014-2015 (0490)
Enrollment Count
1,649
16
673
960
Fall Term 2014-2015 (0490)
Standard Course Load
2,030
120
925
985
Fall Term 2014-2015 (0490)
Percent Full
81.2%
13.3%
72.8%
97.5%
21
Performance
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Student Information - Detail
Performance
Magaly Tymms
CAPR : Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan
Success Rate Graph
Student System Cube Refresh
Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Career - Program - Plan - Subplan: UGRD, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Su
Last Refresh: 3/3/2015 5:15:46 AM
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Campus Description:
Academic Plan - Multi: All
College - Group - Acad Org - Subject: VETTECH-LD
Course Instructional Method: All
Student Type (FTIC):
Class Academic Group: All
Age Group:
Performance
Ethnic Group:
Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Career - Program - Plan - Subplan: UGRD, Grade Success Rate Grading Basis: Y, Class College School Dept - Academic Group Desc - Academic Organization - Su
Gender:
Term Academic Year - Term Desc Enrollment Count Success Rate Withdrawal Rate F Rate WF Rate
2010
3,166
88.6%
5.3%
2.6%
1.4%
2011
3,550
88.0%
4.5%
4.2%
1.6%
2012
3,517
87.9%
4.8%
4.1%
1.3%
2013
3,605
85.7%
6.7%
4.1%
1.7%
22
3/3/2015 9:23 AM
https://onecollegesupport.spcollege.edu/spcpulse/SAA/Dashboards/CAPR/Grade Distribution.aspx
Grade Distribution
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Grade Distribution
Magaly Tymms
CAPR : Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan
Student System Cube Refresh
Student Grade Distribution Graph
Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Academic Plan: VETTC-AS, Grade Success Rate Grading Basis: Y, Student Term Career - Program - Plan - Subplan: UGRD, Filter empty series and bottom axis
Last Refresh:
3/3/2015 5:15:46 AM
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Campus Description:
Academic Plan - Multi: VETTC-AS
Course Instructional Method: All
Student Type (FTIC):
Class Academic Group: All
Age Group:
Ethnic Group:
Student Grade Distribution
Gender:
Class Academic Career: UGRD, Grade Success Rate Grade Input: Y, Student Term Academic Plan: VETTC-AS, Grade Success Rate Grading Basis: Y, Student Term Career - Program - Plan - Subplan: UGRD, Filter empty rows and columns
Enrollment Count
All
Term Academic Year - Term Desc
A
B
C
D
875 293 69
F
I W
WF
2010
3,263 1,705
91
179
51
2011
3,657 1,790 1,055 369 63 153
164
63
2012
3,611 1,570 1,159 414 68 157
189
54
2013
3,677 1,546 1,189 405 66 154 7 246
64
23
3/3/2015 9:27 AM
Industry Certification Attainment
In the Veterinary Technology program the American Association of
Veterinary State Board's Veterinary Technician National Exam (VTNE) is
used to evaluate the students. This exam is part of the licensing,
registration or certification requirements for a veterinary technician in
the majority of states.
Veterinary Technology
National and State Licensure Exam Passing Rates
2009-10
2010-11
2011-12
2012-13
N (passing students)
2013-14
51
47
59
64
68
National Exam
70.0%
89.1%
80.8%
80.1%
79.5%
State Exam ***
100.0%
*** State Exam is no longer administered (since 2010)
Source: 2014-15 Factbook, Table 9
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View:
Date:
Dashboard:
Parameter:
Course Groups by Acad Org
3/3/2015
Course Groups
Fall Term 2013‐2014 (0475),Spring Term 2013‐2014 (0480),Summer Term 2013‐2014 (0485),Fall Term 2014‐2015 (0490),All,All
Fall Term 20132014 (0475)
Class Course
Group - Subject
Catalog Nbr
Unduplicated
Student Count
Spring Term 20132014 (0480)
Unduplicated
Number of Classes Student Count
Summer Term
2013-2014 (0485)
Unduplicated
Number of Classes Student Count
Fall Term 20142015 (0490)
Unduplicated
Number of Classes Student Count
Number of Classes
ATE1943
75
7
58
5
19
2
61
5
ATE1944
37
4
59
5
16
2
53
3
ATE2945
45
4
41
3
14
1
60
3
ATE2946
23
2
38
3
22
2
27
2
25
View:
Date:
Dashboard:
Parameter:
Academic Plan
All
VETTC-AS
Program Plans Taken by Plan
4/21/2015
Program Plans Taken by Plan
Fall Term 2012‐2013 (460),Fall Term 2012‐2013 (460),VETTC‐AS,All,All,All,All,All,All,All,All,All,Fall Term 2012‐2013 (460),Spring Term 201
Fall Term 2012-2013
(460)
Spring Term 20122013 (465)
Summer Term 20122013 (470)
Fall Term 2013-2014
(0475)
Spring Term 20132014 (0480)
Summer Term 20132014 (0485)
Fall Term 2014-2015
(0490)
Unduplicated Student
Count
Unduplicated Student
Count
Unduplicated Student
Count
Unduplicated Student
Count
Unduplicated Student
Count
Unduplicated Student
Count
Unduplicated Student
Count
335
264
124
195
156
335
258
116
172
123
49
67
3
8
14
11
18
2
5
6
3
4
VETTC-BAS
GEN-AA
4
1
VETTC-PR
BIO-BSPR
BIOLOGY-BS
1
BIO-TR
1
ENRCH-NO
NURSE-PR
PSYCH-TR
1
1
76
4
3
1
1
2
2
2
1
3
2
1
1
1
1
1
6
1
1
1
1
1
1
CJPSS-AS
1
4
HSA-AS
VETTC-CT
99
1
1
1
26
Graduates
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Magaly Tymms
CAPR : Enrollment | Performance | Percent Full | Graduates | Grade Distribution | Course Groups | Program Plans Taken by Plan
Student System Cube Refresh
Overall Graduates Trend
No background selections exist, Filter empty series and bottom axis items
Last Refresh:
3/3/2015 5:15:46 AM
Academic Year - Term Desc - Multi: 2010, 2011, 2012, 2013
Graduation Degree Plan Subplan - Multi: VETTC-AS
Age Group:
Gender:
Ethnic Group:
Custom Cohort: All
Overall Graduates Count
No background selections exist, Filter empty rows and columns
Graduation Degree - Plan - Sub Plan Measures
VETTC-AS
Graduation Data Count
2010
2011
2012
2013
78
66
87
81
27
3/3/2015 9:26 AM
Fulltime/Adjunct Faculty Ratio
Equated Credit Hours by Faculty Classification
Fulltime
Faculty
Number of
ECHs
% of Classes
Taught
Percent of Load
Faculty
Adjunct
Faculty
Number
of ECHs
% of
Classes
Taught
Number
of ECHs
% of
Classes
Taught
Fall 2010-2011
146.5
63.7%
33.8
14.7%
49.8
21.6%
Spring 2010-2011
137.5
55.5%
41.3
16.6%
69.0
27.9%
Summer 2010-2011
54.8
61.0%
19.5
21.7%
15.5
17.3%
2010-2011 Total
338.8
59.7%
94.5
16.7%
134.3
23.7%
Fall 2011-2012
126.8
51.6%
37.5
15.3%
81.5
33.2%
Spring 2011-2012
124.5
45.3%
38.3
13.9%
112.0
40.8%
Summer 2011-2012
51.8
52.4%
16.5
16.7%
30.5
30.9%
2011-2012 Total
303.0
48.9%
92.3
14.9%
224.0
36.2%
Fall 2012-2013
122.8
44.0%
30.8
11.0%
125.8
45.0%
Spring 2012-2013
125.5
44.8%
24.8
8.8%
130.0
46.4%
Summer 2012-2013
50.8
57.0%
13.5
15.2%
24.8
27.8%
2012-2013 Total
299.0
46.1%
69.0
10.6%
280.5
43.3%
Fall 2013-2014
144.0
49.0%
24.8
8.4%
125.3
42.6%
Spring 2013-2014
123.3
47.1%
28.5
10.9%
110.0
42.0%
Summer 2013-2014
47.3
54.0%
13.5
15.4%
26.8
30.6%
2013-2014 Total
314.5
48.9%
66.8
10.4%
262.1
40.7%
Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT).
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
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Source: PeopleSoft Student Administration System: Faculty/Adjunct Ratio Report (S_FACRAT).
Veterinary Technology - AS
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Occupation Profile
Veterinary Technology - AS
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Occupation Description
The occupation description for Veterinary Technologists and Technicians
29-2056 used by EMSI is shown below:
Perform medical tests in a laboratory environment for use in the
treatment and diagnosis of diseases in animals. Prepare vaccines and
serums for prevention of diseases. Prepare tissue samples, take blood
samples, and execute laboratory tests, such as urinalysis and blood
counts. Clean and sterilize instruments and materials and maintain
equipment and machines. May assist a veterinarian during surgery.
National, State, and County Wage Information and Employment Trends
The distribution of 2014 wage information for Veterinary Technologists
and Technicians is located in the table below. The median hourly earnings
for Veterinary Technologists and Technicians was $14.56 in the United
States, $13.37 in Florida, and $13.81 in Pinellas County.
Employment trend information is also provided for Veterinary
Technologists and Technicians in the table. An average annual increase in
employment for the profession (12.9% - 14.2%) is shown for the period
between 2014 and 2018, across the country, state, and county.
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Table 1 Growth for Veterinary technologists and technicians
Jobs (2014)
% Change (20142018)
Median Earnings
US
90,874
12.9%
$14.56/hr
Florida
7,724
13.4%
$13.37/hr
Pinellas County
504
14.2%
$13.81/hr
Source: CareerSource Pinellas: EMSI (Economic Modeling Specialists International) |
www.economicmodeling.com
32
Major Employers
Graduates of SPC’s Veterinary Technology – AS program are employed in
various areas related to their field. The primary local employers of these
graduates are SPOT, Beneva Animal Hospital, Jaffe Animal Clinic, Charles
R. Billings, Publix, Gandy Animal Hospital, Affiliated Veterinary
Specialists, Whippany Veterinary Hospital, Interlachen Veterinary
Clinic/dab Shelton Vet Clinic, Alex Steverson, DVM, Lake City Animal
Hospital, and Banfield Pet Hospital, as depicted in the table below.
Major Employers
Employers of Veterinary Technology - AS Graduates
SPOT
Beneva Animal Hospital
Jaffe Animal Clinic
Charles R. Billings
Publix
Gandy Animal Hospital
Affiliated Veterinary Specialists
Whippany Veterinary Hospital
Interlachen Veterinary Clinic/ dab Shelton Vet Clinic
Alex Steverson, DVM
Lake City Animal Hospital
Banfield Pet Hospital
Source: Recent Alumni Survey reports and program administrator records
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2014-15 Enhanced Comprehensive Academic Program Review
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2013-14 Placement Data
VETTECH AS
Pool Count
Percent Placed
2009-10
32
97%
2010-11
42
98%
2011-12
58
93%
Source: FETPIP Follow-up Outcomes http://www.fldoe.org/fetpip/ccs.asp
34
State Graduates Outcomes
Veterinary Technology Program Graduates 2011-12 Outcomes by Florida Community
College
Florida
#
Total
Community
Found
Completers
College
Employed
#
Employed
for a Full
Qtr
#
%
Training
Employed FETPIP Related Placement
For a Full
Pool (Employed,
Rate
Education,
Qtr
or Military)
Eastern
Florida
State
College
****
6
6
100%
6
5
83%
Miami Dade
College
****
6
5
83%
5
3
60%
Hillsborough
Community
College
15
14
11
73%
13
12
92%
St.
Petersburg
College
75
61
48
64%
58
54
93%
Total
90
87
70
80%
82
74
90%
****Total Completers was not available at the time of this report.
Source: FETPIP Florida College System Vocational Reports http://www.fldoe.org/accountability/fl-edutraining-placement-info-program/fl-college-system-vocational-reports.stml
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Academics
Veterinary Technology - AS
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Educational Outcomes
As part of SPC quality improvement efforts, academic assessments are
conducted on each AAS/AS/BS/BAS program every three years to evaluate
the quality of the program’s educational outcomes. The Veterinary
Technology – AS program was evaluated through an Academic Program
Assessment Report (APAR).
Each of the Program Learning Outcomes (PLOs) was evaluated during the
2013-14 assessment. Each of the seven PLOs is listed below:
1. The student will recognize the principles pf pharmacology, classes
of drugs, and be familiar with the pharmacology of commonly used
medications.
2. The student will understand sterile technique, surgical assisting,
and be familiar with the characteristics of common surgical
instruments.
3. The student will know the procedures for and be able to perform
common clinical laboratory tests such as blood counts, serum
chemistry, and urinalysis.
4. The student will understand nursing practices and be able to use
intravenous catheters, urinary catheters, and bandaging materials
properly.
5. The student will understand and practice radiation safety while
taking radiographs, and will be able to recognize and correct errors
in technique to produce diagnostic radiographs.
6. The student will understand anesthetic agents and their
administration, the monitoring of anesthetized patients, and safe
recovery.
7. The student will recognize the principles of dentistry and become
familiar with the procedures associated with dentistry in veterinary
medicine.
Means of Assessment
The purpose of the End of Program assessment is to make summative
interpretations for program improvement.
The Veterinary Technology (AS) program used the results of the American
Association of Veterinary State Board’s Veterinary Technician National
Exam (VTNE) to evaluate the students. The criteria for success stated that
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
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the average score for SPC students should exceed the national average
score on each of the seven categories that comprise the VTNE.
Data were collected during the March/April 2013 through the March/April
2014 testing periods. The students whom were assessed achieved higher
average overall scores than the national average on five of the seven PLOs
and met the criteria for success.
The 2013-14 follow-up report has not yet been published.
For the complete 2013-14 Veterinary Technology Program Assessment
Report, please see Appendix B.
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2014-15 Enhanced Comprehensive Academic Program Review
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Stakeholder Perceptions
Veterinary Technology - AS
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Student Survey of Instruction (SSI)
Source: St. Petersburg College Student Survey of Instruction database
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
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St. Petersburg College
Veterinary Technology
2013-14 Alumni Survey Report
Survey of 2012-13 Graduates
A.S. Degree: Veterinary Technology
Certificate: Veterinary Management
Alumni Survey Information
Graduates are sent one survey to complete, even in cases where they may have
earned multiple degrees within the same year. In these cases, the reported number of
surveys sent and responses received are counted once per degree or certificate
awarded to the student.
Eighty-four Alumni Surveys were provided to the 2012-13 graduates of the Veterinary
Technology program. Responses were received from 35 A.S. graduates and 1
Certificate completer.
Forty-three percent (36/84) of the graduates surveyed responded to the survey. After
receiving permission from the respondents to contact their employers, ten employer
surveys were sent out. Not all respondents answer every survey question; therefore,
the percentages listed below represent the responses to each survey question in
relation to the total number of responses received for each question.
Notable results include:
81.8% (27/33) of recent graduate survey respondents, who were employed,
were employed full-time.
87.5% (28/32) of recent graduate survey respondents had a current position
related to their studies.
30.6% (11/36) of recent graduate survey respondents indicated their main goal
in completing a degree or certificate at SPC was to “Meet
certification/training needs”; 22.2% (8/36) “Change career fields”; 22.2%
(8/36) “Continue my education”; 13.9% (5/36) “Obtain employment”; 8.3%
(3/36) “Earn more money”; and 2.8% (1/36) “Other”.
61.1% (22/36) of recent graduate survey respondents indicated that their SPC
degree allowed them to “Meet certification/training needs”; 55.6% (20/36)
“Earn more money”; 44.4% (16/36) “Continue my education”; 30.6% (11/36)
“Obtain employment”; 25.0% (9/36) “Change career fields”; 13.9% (5/36) “Get
a promotion”; and 2.8% (1/36) “Other”. [Note: The total may exceed 100% as
this question allows multiple responses]
61.1% (22/36) of recent graduate survey respondents indicated that SPC did
“Exceptionally well” in helping them meet their goal; 30.6% (11/36) “Very
well”; and 8.3% (3/36) “Adequately”.
69.7% (23/33) of recent graduate survey respondents indicated that they
earned $10.00-$14.99 per hour ($21,000-$30,999 annually); 15.2% (5/33)
earned $15.00-$19.99 per hour ($31,000-$41,999 annually); 6.1% (2/33) earned
41
St. Petersburg College
$25.00 or more per hour ($52,000 or more annually); 6.1% (2/33) earned less
than $10.00 an hour (less than $21,000 annually); and 3.0% (1/33) earned
$20.00-$24.99 per hour ($42,000-$51,999 annually).
38.2% (13/34) of recent graduate survey respondents indicated they are
continuing their education.
100.0% (36/36) of recent graduate survey respondents would recommend SPC’s
Veterinary Technology program to another.
38.2% (13/34) of recent graduate survey respondents were members of a
National Association; 47.1% (16/34) were members of a State Association; and
5.9% (2/34) were members of a Local Association; while 29.4% (10/34) were not
members of an association. [Note: The total may exceed 100% as this question
allows multiple responses]
Survey respondents were asked to select the areas for which they believed they
were best prepared by their SPC education. 82.4% (28/34) of respondents
selected “Laboratory procedures”; 79.4% (27/34) “Animal nursing”; 70.6%
(24/34) “Surgery preparation and assisting”; 64.7% (22/34) “Radiology and
ultrasound”; 55.9% (19/34) “Anesthesia”; 44.1% (15/34) “Pharmacy and
Pharmacology”; 38.2% (13/34) “Office and hospital procedures”; and 8.8%
(3/34) “Management”. [Note: The total may exceed 100% as this question
allows multiple responses]
Survey respondents were asked to select the areas for which they believed they
were least prepared by their SPC education. 39.3% (11/28) of respondents
selected “Pharmacy and Pharmacology”; 39.3% (11/28) “Office and hospital
procedures”; 28.6% (8/28) “Anesthesia”; 17.9% (5/28) “Radiology and
ultrasound”; 10.7% (3/28) “Surgery preparation and assisting”; 3.6% (1/28)
“Laboratory procedures”; and 3.6% (1/28) “Animal nursing”. [Note: The total
may exceed 100% as this question allows multiple responses]
62.1% (18/29) of recent graduate survey respondents worked at a worked at a
“Small animal, exclusive” practice; 17.2% (5/29) worked at an “Other”
practice; 10.3% (3/29) worked at a “Mixed practice, equal large and small
animal” practice; 6.9% (2/29) worked at a “Small animal, predominant”
practice; and 3.4% (1/29) worked at an “Equine” practice.
100.0% (16/16) of recent graduate survey respondents worked at a practice
with a “Primarily teaching/clinical” academic purpose.
80.0% (8/10) of recent graduate survey respondents worked at a “Not-forprofit” organization; and 20.0% (2/10) worked at an “Industry/commercial”
organization.
84.6% (22/26) of recent graduate survey respondents received “Reduced or no
cost veterinary services or products” as a benefit; 76.9% (20/26) “Paid
vacation”; 65.4% (17/26) “Uniform allowance”; 65.4% (17/26) “Continuing
education paid”; 53.8% (14/26) “Paid sick leave”; 53.8% (14/26)
“Pension/retirement/401K”; 50.0% (13/26) “Medical/hospitalization plan”;
38.5% (10/26) “Dental plan”; 30.8% (8/26) “Vision plan”; 26.9% (7/26) “Life
insurance”; 19.2% (5/26) “Professional dues paid”; 11.5% (3/26) “Paid
maternity/paternity leave”; 3.8% (1/26) “Sales incentive plan”; and 3.8%
42
St. Petersburg College
(1/26) “Liability insurance”. [Note: The total may exceed 100% as this question
allows multiple responses]
An evaluation of Veterinary Technology graduates’ general education outcomes
is displayed in Table 1. Graduates indicated high levels of satisfaction with
their college preparation in the area of general education outcomes. Eleven
outcomes received mean scores between 4.5 and 4.9, ten received mean scores
between 4.1 and 4.4, and four received mean scores between 3.6 and 3.9.
Table 1
College Preparation Ratings for Recent Veterinary Technology Program Graduates
General Education Outcomes
(Five point rating scale with five being the highest)
Item Ratings
N
Mean
SD
Speaking
35
4.2
0.8
Listening
35
4.4
0.7
Reading
35
4.6
0.7
Writing
34
4.3
0.7
Comfortable with mathematical calculations
35
3.9
0.9
Using computational skills appropriately
35
4.2
0.8
Accurately interpreting mathematical data
35
3.9
0.9
Email
35
4.9
0.4
Word Processing
35
4.6
0.7
Spreadsheets
35
3.6
1.1
Databases
35
3.7
1.1
Internet Research
35
4.6
0.6
Gathering and assessing relevant information
35
4.3
0.7
Inquiring about and interpreting information
35
4.3
0.7
Organizing and evaluating information
35
4.3
0.7
Analyzing and explaining information to others
35
4.1
0.8
Using information to solve problems
35
4.3
0.8
35
4.5
0.7
Communicating clearly and effectively with others
through:
Your use of mathematical and computational skills:
Using the following forms of technology:
Thinking logically and critically to solve problems:
Working effectively with others in a variety of settings:
Participating as a team player (e.g., group projects)
43
St. Petersburg College
General Education Outcomes
(Five point rating scale with five being the highest)
Item Ratings
Working well with individuals from diverse backgrounds
N
35
Mean
4.5
SD
0.7
Using ethical courses of action
35
4.5
0.7
Demonstrating leadership skills
35
4.4
1.0
Showing an interest in career development
35
4.6
0.7
Being open to new ideas and challenges
35
4.6
0.6
Willingness to take on new responsibilities
35
4.7
0.5
Pursuing additional educational opportunities
35
4.6
0.8
Appreciating the importance of lifelong learning:
44
St. Petersburg College
Veterinary Technology
2013-14 Employer Survey Report
Employer Survey of 2012-13 Graduates
Employer Survey Information
Although employers are surveyed one time per graduate, some graduates may have
earned multiple awards. Therefore, the number of surveys administered and
responses received are reported for each degree or certificate the student was
awarded.
Ten employer surveys were sent out to employers based on the permission provided
by recent graduates in the 2012-13 recent graduate survey. Seventy percent of the
employers surveyed responded to the survey (7/10). Not all respondents answer every
survey question; therefore, the percentages listed below represent the responses to
each survey question in relation to the total number of responses received for each
question.
Notable results include:
100.0% (7/7) of employers responding to the survey indicated they would hire
another graduate from SPC.
57.1% (4/7) of employers responding to the survey had graduate employees
who earned $10.00-$14.99 per hour ($21,000-$30,999 annually); 28.6% (2/7)
had employees who earned $15.00-$19.99 per hour ($31,000-$41,999 annually);
and 14.3% (1/7) had employees who earned $20.00-$24.99 per hour ($42,000$51,999 annually).
71.4% (5/7) of employers responding to the survey indicated they had a “Small
animal” practice; 14.3% (1/7) indicated “Mixed animal”; and 14.3 (1/7)
indicated “Other”.
57.1% (4/7) of employers responding to the survey indicated their practice had
11 to 20 employees; and 42.9% (3/7) indicated 21 or more employees.
71.4% (5/7) of employers responding to the survey indicated their practice
employed 1 to 4 veterinary technicians; 14.3% (1/7) indicated 5 to 8 veterinary
technicians, and 14.3% (1/7) indicated 9 or more veterinary technicians.
100.0% (7/7) of employers responding to the survey indicated their practice
employed 1 to 4 SPC graduates.
100.0% (7/7) of employers responding to the survey indicated that the SPC
graduate received “Continuing education paid” benefits in addition to their
salary; 100.0% (7/7) “Reduced or no cost veterinary services or products”;
85.7% (6/7) “Uniform allowance”; 85.7% (6/7) “Paid vacation”; 71.4% (5/7)
“Medical/hospitalization plan”; 71.4% (5/7) “Paid sick leave”; 71.4% (5/7)
“Pension/retirement/401K”; 71.4% (5/7) “Professional dues paid”; 42.9% (3/7)
“Dental plan”; and 28.6% (2/7) “Profit sharing”. [Note: The total may exceed
100% as this question allows multiple responses]
45
St. Petersburg College
Employers were asked to select the areas for which they felt the SPC graduate
was best prepared. 71.4% (5/7) of employers responding to the survey selected
“Animal nursing”; 42.9% (3/7) “Surgery preparation and assisting”; 42.9% (3/7)
“Laboratory procedures”; 42.9% (3/7) “Office and hospital procedures”; 28.6%
(2/7) “Radiology and ultrasound”; 28.6% (2/7) “Anesthesia”; 14.3% (1/7)
“Management”; and 14.3% (1/7) “Other”. [Note: The total may exceed 100% as
this question allows multiple responses]
Employers were asked to select the areas for which they felt the SPC graduate
was least prepared. 66.7% (4/6) of employers responding to the survey selected
“Management”; 16.7% (1/6) “Pharmacy and Pharmacology”; 16.7% (1/6)
“Surgery preparation and assisting”; 16.7% (1/6) “Radiology and ultrasound”;
and 16.7% (1/6) “Anesthesia”. [Note: The total may exceed 100% as this
question allows multiple responses]
57.1% (4/7) of employers responding to the survey indicated that the SPC
graduate had worked at their practice for 2 years to 4 years; 28.6% (2/7) for 5
or more years; and 14.3% (1/7) for 0 months to 1 year.
An employer evaluation of Veterinary Technology graduates’ general education
outcomes is displayed in Table 1. Employers indicated high levels of
satisfaction with graduates’ general education outcomes. Thirteen outcomes
received mean scores between 4.5 and 4.7, eleven received mean scores
between 4.0 and 4.4, and one received a mean score of 3.9.
Table 1
Employer Competency Ratings for Recent Veterinary Technology Graduates
General Education Outcomes
(Five point rating scale with five being the highest)
Item Ratings
N
Mean
SD
N/A*
Speaking
7
4.6
0.8
0
Listening
7
4.4
0.8
0
Reading
7
4.4
0.8
0
Writing
7
4.3
0.8
0
Comfortable with mathematical calculations
7
4.0
0.8
0
Uses computational skills appropriately
7
4.3
0.8
0
Accurately interprets mathematical data
7
3.9
0.9
0
E-mail
6
4.5
0.8
1
Word Processing
6
4.5
0.8
1
Spreadsheets
5
4.2
1.1
2
Databases
4
4.5
1.0
3
Internet Research
5
4.6
0.9
2
Communicate clearly and effectively with others
through:
Use mathematical and computational skills:
Use the following forms of technology:
46
St. Petersburg College
General Education Outcomes
(Five point rating scale with five being the highest)
Item Ratings
N
Mean
SD
N/A*
Gathers and assesses relevant information
7
4.6
0.8
0
Inquires and interprets information
7
4.6
0.8
0
Organizes and evaluates information
7
4.6
0.8
0
Analyzes and explains information to others
7
4.6
0.8
0
Uses information to solve problems
7
4.7
0.8
0
Participates as team player (e.g., groups projects)
7
4.4
1.0
0
Works well with individuals from diverse backgrounds
7
4.3
1.0
0
Uses ethical courses of action
7
4.7
0.8
0
Demonstrates leadership skills
7
4.4
1.1
0
Shows interest in career development
7
4.6
0.8
0
Open to new ideas and challenges
7
4.4
0.8
0
Willing to take on new responsibilities
7
4.4
0.8
0
Think logically and critically to solve problems
Work effectively with others in a variety of settings:
Appreciate the importance of lifelong learning:
7
4.6
0.8
0
Pursues additional educational opportunities
*The survey allowed employers to select N/A if a competency was not applicable for an employee.
47
Labor/Insight Jobs
Page 1 of 8
Occupations
Last 6 months AND ( MSA : Tampa­St. Petersburg­Clearwater, FL (Metropolitan Statistical Area) ) AND ( Occupation : Veterinary Technologists and Technicians )
Top counties
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 0 unspecified or unclassified postings.
14
PINELLAS, FL
5
HILLSBOROUGH, FL
HERNANDO, FL
3
PASCO, FL
3
Top Titles
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 0 unspecified or unclassified postings.
Veterinary
Technician
Henna Tattooing
24
1
Copyright © 2015 Burning Glass International Inc.
48
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3/2/2015
Labor/Insight Jobs
Page 2 of 8
Education and Experience
Note: 52% of records have been excluded because they do not include a degree level. As a result, the chart below may not be representative of the full sample.
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 13 unspecified or unclassified postings.
36%
High school
Certificate or
Associate's degree
Bachelor's degree
100%
64%
11
1
100%
8+ years of experience
5
5 to 8 years of experience
2 to 5 years of experience
Less than 2 years of experience
49
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3/2/2015
Labor/Insight Jobs
Page 3 of 8
Top Skills
Note: 52% of records have been excluded because they do not include a skill. As a result, the chart below may not be representative of the full sample.
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 13 unspecified or unclassified postings.
10
Anesthesiology
7
Surgery
5
X­Rays
Client Wellness
Education
4
Medical Software
4
Preventive Care
4
Mathematics
4
Radiography
4
Screening
3
Patient Care
3
Prophylaxis
2
Urinalysis
2
Injections
2
Laboratory Testing
2
Laundry
2
Physical Demand
2
Laboratory
Procedures
2
Cleaning
2
Patient Positioning
1
Necropsy
1
Ear Cleaning
1
Sedative
1
Otoscope
1
Patient Restraint
1
Parasitology
1
50
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3/2/2015
Labor/Insight Jobs
Page 4 of 8
Top Industry Sectors
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 2 unspecified or unclassified postings.
Professional, Scientific, and
Technical Services
Health Care and Social
Assistance
19
4
51
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3/2/2015
Labor/Insight Jobs
Page 5 of 8
Top Employers
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 4 unspecified or unclassified postings.
Largo Veterinary Hospital
4
Banfield Pet Hospital
4
Central Animal Hospital On Pinellas
Point
2
Vca Antech Incorporated
2
Ez Vet
1
Florida Veterinary Clinic
1
Companion Animal Hospital
1
Eye Care For Animals
1
Tampa's Lowry Park Zoo
1
Tampa Bay Veterinary Medical
Group
1
Tampa Bay Veterinary Specialist &
Emergency Care Center
1
Central Animal Hospital
1
Thumbtack
1
52
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3/2/2015
Labor/Insight Jobs
Page 6 of 8
Salary Distribution
Note: 84% of records have been excluded because they do not include salary information. As a result, the chart below may not be representative of the full sample.
Mean real­time salary = N/A
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 21 unspecified or unclassified postings.
Less than $35,000
4
*This report uses data from real­time job postings. For additional salary data by occupation from the Bureau of Labor Statistics, please refer to the summary tables options under the occupation category on the "Create
reports" tab.
53
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3/2/2015
Labor/Insight Jobs
Page 7 of 8
Job Counts By Year
This report shows data for the following time periods: 2007, 2010, 2011, 2012, 2013 and 2014. Any active time period filters have not been applied. Percentages shown are out of the total number of postings for your
selected location.
Please also note that these results reflect point­in­time data and are subject to change as improvements are made to our aggregation and reporting methodologies. Burning Glass does not recommend use of this data for
time series reporting.
Sep. 01, 2014 ­ Feb. 28, 2015
There are 25 postings available with the current filters applied.
There are 0 unspecified or unclassified postings.
Year To Date
0.02%
2014
0.04%
2013
0.04%
2012
0.04%
2011
0.02%
0.06%
2010
2007
0.03%
54
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3/2/2015
Program Action Plan
Program: AS – Veterinary Technology
Date Completed: March 23, 2015
Prepared By: Richard M. Flora, DVM MSBA
I. Action Plan Items:
Action Item
Place survey similar
to alumni survey in
final semester course
to prepare students
1
for the survey and
acquire information
regarding
employment.
Create Veterinary
Technician National
2
Examination review
course.
Evaluate summer
internship with AEI
3
for Sea Turtle Rescue
in Australia.
Measure
Addressed
Completion
Date
Responsible
Party
Recent Alumni
Survey,
Employer
Survey
October
2015
Tricia
Gorham, MA
CVT
Industry
Certification
Attainment
October
2015
Tricia
Gorham, MA
CVT
Internship
Enrollment
12/31/2015
Tricia
Gorham, MA
CVT
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
55
II. Special Resources Needed: None
III. Area(s) of Concern/Improvement:
The above action items address our concerns relating to the return rate
for our alumni surveys, VTNE pass rate, and increasing the out-of-class
opportunities for our students.
By introducing the alumni survey to our students during their final
semester in our program we hope they will be more familiar with the
survey and complete it when they receive the survey after graduation.
Increasing the return rate for the alumni survey will also result in more
employer surveys being sent, as our graduates’ places of employment are
identified on the alumni survey.
Developing a Veterinary Technician National Exam review course will
provide an organized review for the VTNE, and respond to requests from
our students for a review course. The result will be an increased success
rate for our students on the exam.
Adding a summer internship in Australia will provide another international
opportunity to experience veterinary technology in another part of the
world. Developing an appreciation for other cultures through first-hand
experience will result in life-changing attitudes for our students.
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
References
Rule 6A-14.060(5). Florida Administrative Code, Accountability Standards.
Retrieved October 2002, from the Division of Community Colleges
Web site: http://www.firn.edu/doe/rules/6A-14.htm
Contact Information
Please address any questions or comments regarding this evaluation to:
Sabrina Crawford, M.A.
Executive Director, Institutional Research and Effectiveness
St. Petersburg College, P.O. Box 13489, St. Petersburg, FL 33733
(727) 341-3118
crawford.sabrina@spcollege.edu
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
57
Appendices
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
58
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64
Program Assessment Report
Program:
Veterinary Technology
Report Year: 2013-14
Drafted by Richard Flora on Oct 3, 2014
Data Files
VTNE test scores March/April 2013 through March April 2014
Overall Introduction
In support of the mission of St. Petersburg College, faculty committees established several specific goals. Two of these goals,
as stated in the College’s Mission Statement are to:
Expand student access to baccalaureate programs, bachelor's degrees, graduate degrees, and careers; as well as prepare
lower division students for successful transfer into baccalaureate programs through the associate in arts and articulated
associate in science degree programs
Perform continuous institutional self-evaluation and efficient and effective operations to assure a culture of excellence in
student services and academic success
It is the intent of St. Petersburg College to incorporate continuous improvement practices in all areas. Assessment reports
provide comparisons of present and past results which are used to identify topics where improvement is possible. The following
sections illustrate how SPC has traditionally used past results as a vital tool in achieving its commitment to continuous
improvement.
Program Learning Outcomes
#1:
The student will recognize the principles of pharmacology, classes of drugs, and be familiar with the
pharmacology of commonly used medications.
I. Use of Past Results
The 2005-06 assessment findings indicated that the desired results were met for each Veterinary Technology National
Examination (VTNE) administration except for the June 2004 test. Faculty were informed about the performance of
students on the exam each time it was administered. The performance of graduates was analyzed and discussed at one
of the weekly program staff meetings as soon as the results were available from each exam.
The 2007-08 assessment findings indicated that SPC students taking the Veterinary Technology National
Examination (VTNE) scored above the national average for both the June 2007 and January 2008 administrations of the
test in the area of Pharmacology.
The 2010-11 assessment results indicated that the Veterinary Technology students who took the national examination
scored above the national average for all four administrations of the test in 2010 and 2011 in the area of
Pharmacology. The program indicated that they would continue to monitor students' performances on the test and make
modifications to our curriculum as needed.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
65
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories - pharmacy;
surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic imaging; analgesia
and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The overall score
determines whether or not a candidate passes the exam. Section scores allow us to measure our students' performances
and how good a job we are doing in educating our students in those areas. The exam is administered three times each
year.
Population: The population sample included students who successfully completed the Associate in Science degree
in Veterinary Technology.
III. Criteria for Success
The national average of the pharmacology section of the exam will be used as the criteria for success. The St. Petersburg
College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average three times on the pharmcology portion of the test, with the overall average pharmacology
score for the time period above the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 451
464
-13
Nov/Dec (N = 18)
522
522
0
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 537
479
2014
+58
489
489
0
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of pharmacology
principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor test performance to
ensure our courses contain material that is current and relevant for veteirnary technicians in the veterinary profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#2:
The student will understand sterile technique, surgical assisting, and be familiar with the
characteristics of common surgical instruments.
I. Use of Past Results
66
The 2005-06 assessment findings indicated that the desired results were not met. Faculty met as a group to analyze and
discuss the scores earned by our graduates following each exam in Jan. and June. As a result of these reviews, course
material was revised in courses covering sterile technique, surgical assisting, and surgical instruments. Test scores for
this area of the VTNE for the January 2006 test reflected an improvement, and were above the national average. St
Petersburg College students' mean score was 533, and the national average was 520, indicating that our students were
2.5% above the national average
The 2007-08 assessment findings indicated that SPC students scored below the national average for the June
2007 administration of the VTNE, but above the national average for the January 2008 test administration.
These findings reflected curriculum revisions made to surgical assisting and anesthesia courses that were implemented
during the Fall 2006 and Spring 2007 semesters.
The 2010-11 assessment results indicated that the average test score for SPC students was below the national average
for the January and July/August 2010 administrations of the test but above the national average for the
November/December 2010 and March 2011 administrations of the test. These changes reflected changes to the
instructors, teaching methods, and content for the surgery courses.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree
in Veterinary Technology.
III. Criteria for Success
The national average of the surgical assisting and preparation section of the exam will be used as the criteria for success.
The St. Petersburg College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average two times on the surgery portion of the test, with the overall average surgery score for the time
period above the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 480
479
+1
Nov/Dec (N = 18)
470
485
-15
March/April (N = 31)
67
Year SPC National Difference SPC National Difference
2013 395
432
2014
-37
487
449
+38
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of surgical
principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor test performance to
ensure our courses contain material that is current and relevant for veteirnary technicians in the veterinary profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#3:
The student will know the procedures for and be able to perform common clinical laboratory tests
such as blood counts, serum chemistry, and urinalysis.
I. Use of Past Results
The 2005-06 assessment findings indicated that with the exception of the June 2003 and January 2004 results, the
desired results were met on the VTNE administrations. Faculty met as a group to analyze and discuss the scores earned
by our graduates following each exam in Jan. and June. Faculty and administrators emphasized the use of relevant
material from core textbooks in every course and section, to all instructors.
The 2007-08 assessment findings indicated that SPC student scores for the laboratory procedures section of the VTNE
were above the national average for both the June 2007 and January 2008 test administrations.
The 2010-11 assessment results indicated that the Veterinary Technology students who took the national examination
scored above the national average for all four administrations of the test in 2010 and 2011 in the area of laboratory
procedures. The program indicated that they would continue to monitor students' performances on the test and make
modifications to the curriculum as needed.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree in
Veterinary Technology.
III. Criteria for Success
68
The national average of the clinical laboratory section of the exam will be used as the criteria for success. The St.
Petersburg College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average four times on the laboratory procedures portion of the test, with the overall average laboratory
procedures score for the time period above the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 507
443
+64
Nov/Dec (N = 18)
474
443
+31
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 504
443
2014
+61
477
434
+43
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of laboratory
procedure principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor test
performance to ensure our courses contain material that is current and relevant for veteirnary technicians in the veterinary
profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#4:
The student will understand nursing practices and be able to use intravenous catheters, urinary
catheters, and bandaging materials properly.
I. Use of Past Results
The 2005-06 assessment findings indicated that all VTNE administrations except for the June 2004 test, the desired
results were met or exceeded. Faculty met as a group to analyze and discuss the scores earned by our graduates
following each exam in Jan. and June.
The 2007-08 assessment findings indicated that SPC student scores for the nursing practices section of the VTNE were
above the national average for both the June 2007 and January 2008 administrations.
The 2010-11 assessment results indicated that the Veterinary Technology students who took the national examination
scored above the national average for all four administrations of the test in 2010 and 2011 in the area of animal care and
nursing. The program indicated that they would continue to monitor students' performances on the test and make
modifications to the curriculum as needed.
II. Methodology
69
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree in
Veterinary Technology.
III. Criteria for Success
The national average of the nursing section of the exam will be used as the criteria for success. The St. Petersburg
College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average three times on the nursing portion of the test, with the overall average nursing score for the time
period above the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 460
465
-5
Nov/Dec (N = 18)
573
560
+13
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 511
2014
511
0
534
512
+22
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of nursing
principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor test performance to
ensure our courses contain material that is current and relevant for veteirnary technicians in the veterinary profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review70
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#5:
The student will understand and practice radiation safety while taking radiographs, and will be able to
recognize and correct errors in technique to produce diagnostic radiographs.
I. Use of Past Results
The 2005-06 assessment findings indicated that the results for the prior three years were mixed. Faculty met as a group to
analyze and discuss the scores earned by our graduates following each exam in January and June. As a result of these
faculty reviews, changes were made to courses covering radiology, radiation safety, and recognition and correction of
radiographic technique to produce diagnostic radiographs. The January 2006 test results reflected these changes,
resulting in an SPC student mean score of 529, with the national average at 492, thus our student average was 7.5%
above the national average.
The 2007-08 assessment findings indicated that with respect to the radiology and ultrasound section of the VTNE, SPC
student scores were 2.5% below the national average for the June 2007 test administration, but above the national
average by 11.5% for the January 2008 administration. The improvement reflected revisions to the material related to
radiology and ultrasound that were initiated in the fall 2006 and spring 2007 semesters.
The 2010-11 assessment results indicated that with the exception of the July/August 2010 administration of the test, the
Veterinary Technology students who took the national examination scored above the national average in 2010 and 2011 in
the area of diagnostic imaging. The program indicated that they would continue to monitor students' performances on the
test and make modifications to the curriculum as needed.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree in
Veterinary Technology.
III. Criteria for Success
The national average of the diagnostic imaging section of the exam will be used as the criteria for success. The St.
Petersburg College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average four times on the diagnostic imaging portion of the test, with the overall average diagnostic
imaging score for the time period above the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
71
2013 507
464
+43
Nov/Dec (N = 18)
479
439
+40
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 463
428
2014
+35
500
436
+64
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of radiology
principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor test performance to
ensure our courses contain material that is current and relevant for veteirnary technicians in the veterinary profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#6:
The student will understand anesthetic agents and their administration, the monitoring of
anesthetized patients, and safe recovery.
I. Use of Past Results
The 2005-06 assessment findings indicated that the results were not consistently meeting expectations, and were showing
a negative trend when analyzing the annual performance. Faculty met as a group to analyze and discuss the scores earned
by our graduates following each exam in January and June. As a result of these faculty reviews and changes to the
courses covering anesthetic agents, monitoring anesthetized patients, and safe anesthetic recovery, our students' scores
on the January 2006 administration of the VTNE improved to an average of 547, compared to the national average of
484, or 13% above the national average.
The 2007-08 assessment findings indicated that in the anesthesia portion of the VTNE, SPC students scored below the
national average for the June 2007 test, but above the national average for the January 2008 administration. The
improvement reflected changes to the curriculum in the areas of anesthesia and surgical nursing, that were implemented
during the fall 2006 and spring 2007 semesters.
The 2010-11 assessment results indicated that student performance on the January and July/August 2010 administrations
of the test were above the national average, but were below the national average on the November/December 2010 and
March 2011 administrations of the test. All four performances were within 2.7% of the national average. The program
indicated that they wouldd continue to monitor students' performances on the test and make modifications to the
curriculum as needed.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
72
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree in
Veterinary Technology.
III. Criteria for Success
The national average of the anesthesia section of the exam will be used as the criteria for success. The St. Petersburg
College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average four times on the anesthesia portion of the test, with the overall average anesthesia score for
the time period above the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 489
483
+6
Nov/Dec (N = 18)
483
451
+32
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 483
441
2014
+42
474
433
+41
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of anesthetic
principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor test performance to
ensure our courses contain material that is current and relevant for veteirnary technicians in the veterinary profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#7:
The student will recognize the principles of dentistry and become familiar with the procedures
associated with dentistry in veterinary medicine.
I. Use of Past Results
The 2007-08 assessment results indicated that students scored above the national average for the dentistry portion of the
exam during the 2007 and 2008 administrations.
The 2010-11 assessment results indicated that the Veterinary Technology students who took the national examination
73
scored below the national average in the area of dentistry, for all four administrations of the test in 2010 and 2011. The
program modified the course content, instructors, and instructional methods for the dentistry portions of the courses
and indicated they would continue to monitor students' performances on the test and make additional modifications to the
curriculum if needed.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree in
Veterinary Technology.
III. Criteria for Success
The national average for the dentistry section of the exam will be used as the criteria for success. The St Petersburg
College average should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program did not score at or
above above the national average on the dentistry portion of the test, with the overall average dentistry score for the time
period below the national average.
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 428
472
-44
Nov/Dec (N = 18)
457
485
-28
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 416
2014
482
-66
403
429
-26
V. Discussion and Analysis of Assessment Findings
VTNE test scores indicate our students are not prepared with the basic knowledge and understanding of dentistry
principles deemed to be necessary for entry-level veterinary technicians. Beginning with the fall 2013 semester we have
74
rewritten the dentistry portions of our nursing and clinical practice lab courses to address this issue. Students
experiencing the new material will begin taking the VTNE with the November/December 2015 administration of the test.
We will monitor test performance starting at that time to measure the effectiveness of our changes and determine if further
modification is needed.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Beginning with the fall 2013 semester we have rewritten the dentistry portions of our nursing and clinical practice lab
courses with respect to the material and method of presenting the couse content of these courses. Students
experiencing the new material will begin taking the VTNE with the November/December 2015 administration of the
test. We will monitor test performance starting at that time to measure the effectiveness of our changes and
determine if further modification is needed.
- Richard Flora / Jun 2015
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
#8:
The student performance on the Veterinary Technician National Exam will demonstrate that they
have an overall understanding of pharmacology; surgical assisting and preparation; clinical laboratory
techniques; animal care and nursing; diagnostic imaging; analgesia and anesthesia and dentistry.
I. Use of Past Results
The 2010-11 assessment results indicated that the overall test scores for Veterinary Technology students who took the
national examination were above the national average for all four administrations of the test in 2010 and 2011. The
program indicated that they would continue to monitor students' performances in each section of the test and make
modifications to the curriculum as needed.
II. Methodology
Means of Assessment:
In the Veterinary Technology program the American Association of Veterinary State Board's Veterinary Technician
National Exam (VTNE) is used to evaluate the students. This exam is part of the licensing, registration or certification
requirements for a veterinary technician in the majority of states. The group results from the exam for each
administration are tabulated by the program director.
Date(s) of Administration: January, June 2009; January, July/August, and November/December 2010; March 2011
Method: The Veterinary Technician National Examination (VTNE), owned and administered by the American Association
of Veterinary State Boards, is designed to test for knowledge considered to be required for entry level veterinary
technicians. The Professional Examination Service monitors the development of individual questions, design of the test,
and test outcomes for appropriateness and validity. The results of the VTNE were used to assess graduates of
the Veterinary Technology program.
Assessment Instrument: The Veterinary Technician National Examination is divided into seven categories pharmacy; surgical preparation and assisiting; clinical laboratory procedures; animal care and nursing; diagnostic
imaging; analgesia and anesthesia;, and dentistry. Scores are reported for each section as well as an overall score. The
overall score determines whether or not a candidate passes the exam. Section scores allow us to measure our students'
performances and how good a job we are doing in educating our students in those areas. The exam is administered three
times each year.
Population: The population sample included students who successfully completed the associate in science degree
in Veterinary Technology.
III. Criteria for Success
The national average for the entire exam will be used as the criteria for success. The St Petersburg College average
should be above the mean score of all candidates (nationally) taking the exam.
IV. Summary of Assessment Findings
During the four administrations of the Veterinary Technician National Examination (VTNE) from the March/April 2013
through the March/April 2014 testing periods graduates of the AS - Veterinary Technology program scored at or above
above the national average four times for the total score of the test, with the overall average total score for the time period
above the national average.
75
March/April (N = 29)
July/August (N = 43)
Year SPC National Difference SPC National Difference
2013 473
465
+8
496
Nov/Dec (N = 18)
487
+9
March/April (N = 31)
Year SPC National Difference SPC National Difference
2013 470
452
+18
2014
484
458
+26
V. Discussion and Analysis of Assessment Findings
Total VTNE test scores indicate our students are well prepared with the basic knowledge and understanding of the
principles deemed to be necessary for entry-level veterinary technicians. We will continue to monitor performance on each
domain of the test to ensure our courses contain material that is current and relevant for veteirnary technicians in the
veterinary profession.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Continue to monitor student performance on the domains of the VTNE as part of our overall curriculum review
process. Use data as we evaluate course content and teaching techniques to improve student learning experience in
our program.
- Richard Flora / Jun 2015
Action Plan
Category Action Plan Detail / Implications
For PLO Responsible Party /
Due Date
A. Enable Greater Student Success
A1. Identify needs and address ways to improve overall student success
Beginning with the fall 2013 semester we have rewritten the dentistry portions of #7
our nursing and clinical practice lab courses with respect to the material and
method of presenting the couse content of these courses. Students experiencing
the new material will begin taking the VTNE with the November/December 2015
administration of the test. We will monitor test performance starting at that time to
measure the effectiveness of our changes and determine if further modification is
needed.
Richard Flora
Jun 2015
B. Enhance Curriculum & Faculty Development
B4. Revise course content
Continue to monitor student performance on the domains of the VTNE as part of
our overall curriculum review process. Use data as we evaluate course content
and teaching techniques to improve student learning experience in our program.
#1, #2,
#3, #4,
#5, #6,
#7, #8
Richard Flora
Jun 2015
76
Approvals
Program Administrator:
Richard Flora - Dean, School of Veterinary Technology
Approved by Richard Flora - Dean, School of Veterinary Technology on Oct 3, 2014
Educational Outcomes Coordinators:
Ashley Caron - Coordinator, Baccalaureate Assessment & Accreditation
Magaly Tymms - Assessment Director
Approved by Magaly Tymms - Assessment Director on Oct 3, 2014
Dean:
Richard Flora - Dean, School of Veterinary Technology
Approved by Richard Flora - Dean, School of Veterinary Technology on Oct 3, 2014
Senior Vice President:
Anne Cooper - Senior VP Instruction and Academic Programs
Approved by Anne Cooper - Senior VP Instruction and Academic Programs on Oct 3, 2014
77
Appendix C: 2014 Advisory Committee Minutes and Recommendations
Advisory Board Meeting Minutes for April and September 2014 are provided
within this Appendix.
For additional Advisory Board Committee Minutes and Recommendations,
please refer to the following link:
http://www.spcollege.edu/epicenter/advisory/advisory_committees.htm
Veterinary Technology - AS
2014-15 Enhanced Comprehensive Academic Program Review
Institutional Research and Effectiveness
Copyright St. Petersburg College, March 2015. All rights reserved.
78
Veterinary Technology Program
Advisory Committee Meeting
April 16, 2014
Minutes
Attending: Tom Lane, Rhonda Valdez, Gary Harrell, Allison Sateren,
Duane Steward, Rich Flora, Tricia Gorham, Stacey Wieder, Krista
Fusari
Regrets: none
OLD BUSINESS
Topic
Discussion/Recommendati
ons
Action
Review
Sept 12,
2013
minutes
Move to approve Stacey
Wieder
Approved
Enrollment
Second Duane Steward
Discussed enrollment for
AS and BAS programs.
Interest in program
continues to be very high –
both on campus and online,
AS and BAS.
Program
Changes
Gen ed prerequisite changes
will take effect in fall.
Curriculum changes
recommended by faculty
took effect this past fall.
Current enrollment
is 142 campus and
191 online AS
students, 125 BAS
students. Are
currently
compiling
applications for
summer. Interest
remains very
strong
No detrimental
effect on
enrollment has
been seen
79
Graduation
VTNE
results
Graduated 87 AS students
and 23 BAS students in
2012-13
Discussed July/August
through
November/December 2012
VTNE results. Concerned
about campus pass rate.
Increased work experience
clinic requirements from 64
to 100 hours each semester.
Will monitor test
performance to see how this
change and the curriculum
changes affect pass rate.
New VT
programs
Equipment
purchases
New program at Sanford
Brown
No new equipment
purchased recently
Labor
market data
Graduate
placement
Job announcements still
coming in. Bureau of Labor
Statistics continues to
project a strong job outlook
for veterinary technicians in
Florida.
Placement continues to be
97% +.
Graduate
and
Employer
Surveys
Graduate surveys indicate
our recent graduates are
very satisfied with the
programs. Employer survey
Performance of
campus students on
VTNE has
improved to point
where it has been
above online
students during
several
administrations of
the test.
Asked committee
to advise if new
technology is being
used so we can
make sure our
students are aware
and can use.
Continue to
monitor job
outlook.
Continue to
monitor along with
job market outlook
and applications.
Discussed ways to
increase employer
response rates –
incentives,
80
return rate is very poor.
Student
Internships
New internship at Bronson
Animal Disease Diagnostic
Lab
BAS
update
Enrollment continues to be
strong No curriculum
changes recently.
Discussed ways to promote
programs.
Marketing
Ideas
Emerging
areas of
veterinary
medicine
New BS
Degree
Student
Exchange
Program
As we review our
curriculum it will be very
important to incorporate
new technology and
knowledge our students will
need to be successful.
No new developments.
Have been contacted by
USF – St Petersburg
regarding possibility of MS
degree in veterinary science.
Students from Hansenberg
College’s veterinary
technology are here from
April 6 through April 26.
sponsored surveys,
provide as online
survey. Will
contact our
department
overseeing surveys
to see how we can
improve response.
Duane provided
contact information
for magic Kingdom
to explore
possibilities there.
Posters to clinics,
emails to
professional
organizations
Inform us about
new developments
so we can make
sure they are
covered in our
program.
Stacey Weider and
Gary Oswald will
check with their
organizations to
see if such a degree
would be beneficial
to their employees.
Our students will
go there from June
24 through July 6.
Look into
exchanges with
Canadian programs
81
State
limitations
No change in the out-ofstate requirements at this
time. As a result, we are no
longer offering our
programs in Alabama,
Arkansas, Massachusetts,
Minnesota, Nevada, and
North Carolina.
Will continue to meet
annually.
Will continue to
monitor situation.
Internships
New internship at Bronson
Animal Disease Diagnostic
Lab mentioned above
State
credentialin
g of
veterinary
technicians
Letter sent to Dr. Bass,
president of FVMA,
outlining proposal to
credential veterinary
technicians in Florida.
Letter was provided prior to
meeting.
Will continue to
look for
opportunities for
our students.
Will monitor for
FVMA response
Florida
program
director
meeting
Location to be
determined for this
year.
New Business
Next Meeting
Dinner
Fall
meeting
Thursday, Sept. 12, 2013
Location: EpiCenter
13805 58th St. N.
Clearwater
6-7:30 PM
7:30-9 PM
82
Veterinary Technology Program
Advisory Committee Meeting
September 10, 2014
Minutes
OLD BUSINESS
Topic
Discussion/Recommendati
ons
Action
Review
April 16,
2014
minutes
Move to approve Stacey
Weider
Approved
Enrollment
Second Duane Steward
Discussed enrollment for
AS and BAS programs.
Interest in program
continues to be very high –
both on campus and online,
AS and BAS.
Program
Changes
Gen ed prerequisite changes
will take effect in fall.
Curriculum changes
recommended by faculty
took effect this past fall.
Graduation
Graduated 87 AS students
and23 BAS students in
2012-13
Current enrollment
is 142 campus and
191 online AS
students, 125 BAS
students. Are
currently
compiling
applications for
spring. Interest
remains very
strong
Will monitor how
changes affect
enrollment and
student
performance on
VTNE
83
VTNE
results
New VT
programs
Equipment
purchases
Labor
market data
Graduate
placement
Discussed VTNE results.
Concerned about campus
pass rate. Increased work
experience clinic
requirements from 64 to 100
hours each semester.
New program at Heritage
College in Ft Meyers.
No new equipment
purchased recently
Job announcements still
coming in. Bureau of Labor
Statistics continues to
project a strong job outlook
for veterinary technicians in
Florida.
Placement continues to be
97% +.
Graduate
and
Employer
Surveys
Graduate surveys indicate
our recent graduates are
very satisfied with the
programs. Employer survey
return rate is very poor.
BAS
update
Enrollment continues to be
strong No curriculum
changes recently.
Will monitor test
performance to see
how this change
and the curriculum
changes affect pass
rate.
Asked committee
to advise if new
technology is being
used so we can
make sure our
students are aware
and can use.
Continue to
monitor job
outlook.
Continue to
monitor along with
job market outlook
and applications.
Discussed ways to
increase employer
response rates –
incentives,
sponsored surveys,
provide as online
survey. Will
contact our
department
overseeing surveys
to see how we can
improve response.
84
Emerging
areas of
veterinary
medicine
Foreign
experience
opportuniti
es
State
limitations
Florida
program
director
meeting
As we review our
curriculum it will be very
important to incorporate
new technology and
knowledge our students will
need to be successful.
Exploring opportunities
through Animal Exchange
International
Inform us about
new developments
so we can make
sure they are
covered in our
program.
No change in the out-ofstate requirements at this
time. As a result, we are no
longer offering our
programs in Alabama,
Arkansas, Massachusetts,
Minnesota, Nevada, and
North Carolina.
Will continue to meet
annually.
Will continue to
monitor situation.
Letter sent to Dr. Bass,
president of FVMA,
outlining proposal to
credential veterinary
technicians in Florida.
Letter was provided prior to
meeting.
Will monitor for
FVMA response
Met at SPC in
August
New Business
State
credentialin
g of
veterinary
technicians
Next Meeting
April 2015
85
Data and information contained herein cannot be used without the express
written authorization of the St. Petersburg College. All inquiries about the use
of this information should be directed to the Executive Director of Institutional
Research and Effectiveness at St. Petersburg College.
Copyright St. Petersburg College, March 2015. All rights reserved.
