Paramedic / EMT
2025-2026 Program Review
1 ) In 3-5 sentences, describe your unit to an audience of potential students. Many units take this information from their website. If it has been awhile since your unit has updated its website, take this opportunity to design a brief description of your unit for today’s students.
The EMT/Paramedic Department represents the first steps of gaining employment in the Public Safety industry including fire protection and Emergency Medical Services (EMS). Students interested in a career as either an Emergency Medical Technician or Paramedic utilize the Department's courses to gain certification (EMT) or Licensure (Paramedic) The EMT course includes both EMT 110 and EMT 111 completed in one semester. The Paramedic program includes an application and if selected the completion of PMED 114, PMED 115, PMED 121 and the final course PMED 131. Successful completion of these four courses results in the ability to take the National Registry Emergency Medical Technician paramedic licensure exam.
2 ) Who is disproportionately impacted in your unit?
Using the data provided; it appears that women and veterans are significantly disproportionately impacted.
Use the Disproportionate Impact* reports below to answer question #2. These reports show how student achievement outcomes vary by gender, race/ethnicity, veteran, foster youth, disability, and income/poverty level status to enable users to engage in more advanced student-centered and equity-centered analysis, reflection, and planning. These reports are integrated with ARC's Data on Demand system to provide users with more sophisticated and nuanced ways of exploring their unit's data. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
*This link provides the California Community College Chancellor's Office's definition of disproportionate impact.
Disproportionate Impact
The disproportionate impact (DI) links now direct you to your unit’s DI data in ARC Data on Demand. The DI data will show which student groups are experiencing disproportionate impact for course success rates (A, B, C, Cr, P), A-B rates, and course completion rates (students who did not withdraw) at the course level.
In addition, a new report on intersectional DI (e.g., ethnicity/race by gender) is available for assessing intersectional Di for course success rates. The intersection DI report defaults to the subject code level (e.g., all ENGWR courses). Use the org tree in the side bar to filter to individual courses (click on the right arrow next to American River College, right arrow next to your division, right arrow next to your department/discipline, then select the specific course to view).
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
3 ) What equity advancing actions have your programs already taken?
The program continues to provide a significant variety of course offerings to ensure access and continue to implement zero textbook opportunities. The department also provides a variety of adjunct faculty from various cultures.
4 ) What will be your unit’s strategies for eliminating disproportionate impact (DI)?
Continue to utilize a variety of student support opportunities on and off campus. Open more opportunities for student to faculty engagement. Integrate more programs with specific goals and initiatives on academic achievement and strong cultural binding.
5 ) What support do you need to eliminate disproportionate impact (DI)?
More FTE specifically assigned to increase academic and skills support beyond that found within a specific program
6 ) What other issues or concerns have affected your unit and are important for you to bring up?
Increase attrition as current cohorts are not prepared to handle the volume of academic demands and workload required to be successful. Financial pressures negatively impact current cohorts.
Campus wide focus and support of CTE programs. Recognition of the lack of parity between lecture and lab compensation. Recognition of CTE faculty load off campus to maintain relationships with the employer community. Adequate facilities to regain community support.
The Enrollment, Department Set Standards, and SLO Data Set may be additional considerations and helpful for answering this optional question, but not required. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
Enrollment
The enrollment links now direct you to your unit’s enrollment data in ARC Data on Demand (5 years of duplicated enrollment for Fall or Spring terms). Using the filters available along the left side navigation in ARC Data on Demand, enrollment data can now be disaggregated or filtered on a number of course or student characteristics to provide more fine-tuned exploration and analysis of enrollment data. Examples include disaggregating by course, ethnicity/race, gender, and age.
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
Department Set Standards
Shows course success rates (# of A, B, C, Cr, and P grades expressed as a % of total grade notations) compared to lower and upper thresholds. Thresholds are derived using a 95% confidence interval (click the report link for details). The lower threshold is referred to as the Department Set Standard. The upper threshold is referred to as the Stretch Goal.
- Green
- Most recent academic year exceeds the upper threshold
- Yellow
- Most recent academic year falls between the lower and upper threshold
- Red
- Most recent academic year falls below the lower threshold
The faculty's continuous review of student achievement of course SLOs is documented using the Authentic Assessment Review Record (AARR), which involves a review of student work demonstrating achievement of the course SLO. Faculty record student achievement for a randomly assigned course SLO based on one or more authentic assessments that they regularly perform in their classes. The aggregated results are then reviewed annually as part of Annual Unit Planning, in which the results may serve as the basis for actions and, if applicable, resource allocation, and are aligned with college goals and objectives.
The AARR summary link provides an aggregate of the results of the most recent AARR implementation. The AARR results by SLO link provides a more detailed view, including the specific ratings assigned by faculty to each randomly assigned course SLO, and what, if any, actions were taken.
Note: Established thresholds (i.e., green/yellow/red indicators) have yet to be developed for SLO data.
In your program review process, you may want to refer to the goals and actions in your Annual Unit Plans since your last Program Review. Follow this this link to access your previous AUP submissions. For Faculty support, please contact Daniel Slutsky at slutskd@arc.losrios.edu.