Editor's note: The Office of Community College Research and Leadership at UIUC is a partner in the Exemplary Career and Technical Education (CTE) Programs project of the National Dissemination Center for Career and Technical Education. The project's purpose is to identify outstanding secondary and postsecondary CTE programs around the country that can serve as models for others. In 2002, the Veterinary Technology Program at Joliet Junior College was the only one in the nation to receive the designation as "Promising" at the postsecondary level. We are proud to highlight this program's accomplishments related to ensuring student success!

oliet Junior College's (JJC) Veterinary Medical Technician program is new when compared to the college itself, which celebrated its centennial year in 2001. The program is the newer of two Illinois Veterinary Technician programs, while the College is the oldest public community college in the country. Despite its young age, the Veterinary Medical Technician program at JJC has received national recognition as a Promising Career and Technical Education Program by the National Dissemination Center for Career and Technical Education, funded by the U.S. Department of Education. Rigorous criteria were used to select four programs from over 160 nominated programs from around the nation, with a particular interest in identifying replicable practices. Some of these are highlighted.

The Veterinary Medical Technician Program

Animal ownership has been climbing since the mid 1980's and the demand for veterinary care is greater now than it has ever been. This growth has outpaced the supply of veterinarians and veterinary nurses, who are called Veterinary Technicians. Joliet Junior College developed its Veterinary Medical Technology Program in response to requests from local veterinarians. The program was established following criteria set forth by the American Veterinary Medical Association (AVMA) and began serving students in August of 1999.

Many factors contributed to the success of our program right from the start. The program benefited from key support from local and statewide veterinary associations. Colleagues from a seasoned and successful veterinary technician program at Parkland College provided assistance and guidance for a smooth start. The planning and preparation that went into the development of the program was long and thorough. Our advisory committee, consisting of veterinarians, technicians, and educators, shared their talents and experience to help design a veterinary technician facility, hire qualified faculty, and outline a curriculum. The college's Board of Trustees and administration provided support, not the least of which was $2.7 million for equipment and facilities.

The result is a state of the art facility with two "smart" classrooms containing LCD projectors for presenting videos, digital presentations, and Internet access. Additionally, live video feeds from the operating room can be projected in one of the "smart" classrooms. The program's labs are designed to provide hands-on experience with equipment found currently in practice. Foreseeing the needs of currently working students, we scheduled both a day and an evening program. It is very unique for a veterinary technician program, and probably any allied health program, to offer both day and evening sections. The evening students take the same courses and loads as the day students, so that they complete the program in the same two-year time frame as the day students.

It has been our mission from the start to provide a quality education that is affordable and accessible to everyone. We combine classroom and on site clinical experience for a wide range of learning opportunities. Students enjoy the opportunity to attend laboratories in area barns and stables in one class, and then visit veterinary emergency clinics in another. Our curriculum emphasizes hands-on, real world applications of knowledge and skills covered in the classroom. That is why we have partnerships with animal clinics, universities, pharmaceutical companies, and laboratories where we place students for externships twice within our curriculum. This practical preparation usually results in positive survey results from employing veterinarians. The positive preparation is also reflected in the results of the student's national board exams. All of our graduates who have taken the national board exams to this point have been 100% successful in passing. The national average is about 80%.

Student Retention

Retention of students is a big part of any program's-or college's-goals. Our program is no exception. Our retention over the first three years has been approximately 50%. These completion rates may appear very low to most observers. A high attrition rate was predicted for this program by an experienced Veterinary Technician program director who believed that with an open enrollment policy, 50% attrition would be expected. Even though this attrition rate is predictable and even typical, we do not find it acceptable. We have instituted several changes to increase retention, while attempting not to sacrifice program content and quality.

It became apparent from the first day of classes in August 1999 that math would challenge many of our students. To assess the math abilities of our new students, a quiz of basic math was given on their very first day in the program. Nearly 25% of the students did not know where the tenths or hundredths decimal place was, and an even greater number of students could not add, subtract, or multiply fractions. We had not expected this because a proficiency level of at least elementary algebra was required in order for them to enroll. So, our Math for Vet Techs course, VET 130, began by teaching these basics and extra tutoring was also made available. In a further effort to retain students, the curriculum was re-arranged to place classes like Pharmacology, which requires a great deal of math for calculating dosages, in the second semester rather than in the first semester.

It became clear as early as the program's first semester that a significant number of students also leave the program for non-academic reasons. Some students leave for medical reasons, personal reasons like failure of a family business or a spouse loosing a job. Attrition due to these factors is difficult to overcome. However, students have also left the program for reasons that stem from their expectations not being meet. Many potential students view veterinary technology as a way to work the animals they "love." Television channels like Animal Planet present shows on animal care that glorify the veterinary medical field. Our students clearly needed a reality check.

We now have all of the students who have been accepted into the next year's class attend a group orientation several months prior to the start of fall classes. Of course, we cover the typical textbooks, supplies to buy, introduction of faculty, etc. We also use this time to explain the rigors of the program. I share two comments with them: "Veterinary medicine is not just puppies and kitten, but also blood and guts," and "Students may 'love' animals too much to be a veterinary technician." Sometimes for the greater good of the animals, it is necessary to do unpleasant or difficult procedures like administering injections, rectal exams, surgery, or even euthanasia. This can be difficult for some students who have expectations without experience. I also say to the potential students that, while this program is intense, the rewards can be immense. Additionally, we have developed a vet tech club that involves the students outside of class and encourages continued participation in a more relaxed and social way.

At a meeting of our advisory committee in October 2002, we asked for some input on how to better prepare newly enrolled veterinary technician students. The consensus was to require veterinary experience before enrollment. They also recommended increasing the math proficiency and entry requirements before enrolling students in the program. Based on these recommendations, applicants must now have at least 100 hours of veterinary experience or complete a newly introduced class titled Intro to Veterinary Technology. We are currently reviewing our math options, and will determine what math level would be suitable for future incoming students. These modifications for enrollment should help applicants' expectations to be more in line with the reality of life as a veterinary technician student.

Another move we made to improve student completion rates deals with re-admitting students. Any student removed from the program can request re-admission. However, to help these students succeed the second time around, we encourage them to help themselves first. We require students to improve their study skills and also to gain a realistic view of the field of veterinary medicine through actual experience working with a veterinarian. We suggest that they take the College's GSD 100 course or document other study skills improvement activities. Verification of veterinary experience is also required.

Assessment

In order to enhance student learning and success, we do a lot of assessment of current and past student outcomes. The assessment tools we use can be the standard quizzes, exams, presentations, and written assignments used by most classes. However, completely assessing a veterinary technician student's abilities also requires skills tests, evaluation of externship site performance, and employer feedback. The best indicator of success is good student performance on the expected skills and tasks of an entry-level veterinary technician. We have practical exams or skills tests associated with nearly every laboratory course to assess students while they are currently enrolled. At externship sites, visiting faculty members assess the student and garner feedback from the on site supervisor every 2-3 weeks. Each externship ends with written evaluations by the student and the supervisor of the experience.

Upon graduation, students are sent surveys that evaluate the program, class-by-class and instructor-by-instructor. The perspectives of former students on their readiness for real world work are very helpful to us in improving the program. By learning the strengths and weaknesses of the program in light of students' and employers' expectations, we can provide Veterinary Technician graduates who can become part of a valued heath care team right away.

Another very valuable assessment tool is the National Board exam for veterinary technicians. Whenever you can compare your outcomes with a national exam or survey you will have a better understanding of where changes can be made. However, we remind ourselves all of the time that, despite the importance of the board exam, we are not preparing the students just to take an exam. We are preparing them to succeed in the workplace. Sometimes students do not see beyond the exam at the end of the program. The two required externships help focus students on what is really important- their ability to care for their patients.

Conclusion

By utilizing the above resources we have progressively made improvements in the quality of the education we offer. The results can be seen in the success of our students and the national recognition we have received. Yet, this is no time to rest on our laurels. We are looking into other ways to track retention, assess student outcomes, and incorporate innovative teaching methods. Someone once told me that the truly educated never stop learning. We are having a great time learning.