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Effective: Late Spring 8-Week, 2017/2018

NURS 411: Community Health Nursing Assessment

Course Description

This course introduces the registered nurse to community assessment in nursing. This course requires the student to define a community in which they will observe, assess, analyze and prioritize needs and goals, which promote health and prevent illness. Students will use the community assessment data to develop, implement and evaluate a problem focused intervention program in the community. The student will define the community and obtain instructor approval of the project. This course is research-based and writing intensive.

Prerequisite: Admission to the RN to BSN program; NURS 410

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • American Psychological Association. (2010). Publication manual of the American psychological association (6th). Washington D.C.: American Psychological Association.
    • [ISBN-978-1-4338-0561-5]
  • Stanhope, M. & Lancaster, J.. (2014). Foundations of nursing in the community: Community-oriented practice (4th). St. Louis: Mosby: Elsevier.
    • [ISBN-978-0-323-10094-6]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

Welcome to NURS 411, Community Health Nursing Assessment, which is a course that was designed to build on the knowledge you gained in NURS 410, Community Health Nursing. This course will delve into the concepts as well as the roles and functions of a nurse working within a community-oriented nursing practice. Each week you will participate in discussion topics that revolve around the various aspects of a community-oriented nursing practice. These discussions will be directed and enriched by the course resources, my guidance, and your participation. The concepts of community, community as client, community health, and partnership for health will be explored. As well, you will build a knowledge base that will help you to conduct a community assessment project that will span the length of this course. You will select a community of your choice, collect data, and analyze the data to uncover the health problems that exist within that community. Priority health objectives will be determined and an evidence-based plan of care will be developed and implemented for the population selected. As a student you will gain advanced skills and work toward achieving independence in applying the entire nursing process toward promoting health and preventing illness in the population.  You will use critical thinking and decision-making in relation to the community assessment project when selecting available formal and informal community agency resources for utilization, developing policies, as well as goal setting interventions in the management of care for the individuals and populations residing in the community. 



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Interpret community nursing practice.
  2. Decide which methods of assessment, intervention and evaluation are most appropriate in the defined community.
  3. Complete a Community Health Assessment/ Analysis project of the selected community.
  4. Determine priority health objectives for the community based on the analysis of the data collected in the assessment.
  5. Analyze evidence-based practice for health promotion and disease prevention in the provision of nursing practice in the community.

Grading

Grading Scale
Grade Points Percent
A 540-600 90-100%
B 480-539 80-89%
C 420-479 70-79%
D 360-419 60-69%
F 0-359 0-59%
Grade Weights
Assignment Category Points Percent
Discussions 300 50%
Dropbox Assignments 300 50%
Total 600 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introductions 20 Tuesday
Discussion 1 35 Wednesday/Saturday
Dropbox 1: Community Demographic Assessment Data 30 Sunday
Week 2
Assignment Points Due
Discussion 2 35 Wednesday/Saturday
Dropbox 2: Community Socio-Economic Assessment Data 30 Sunday
Week 3
Assignment Points Due
Discussion 3 35 Wednesday/Saturday
Dropbox 3: Community Assessment Data Week 3 40 Sunday
Week 4
Assignment Points Due
Discussion 4 35 Wednesday/Saturday
Dropbox 4: Community Assessment Data Week 4 40 Sunday
Week 5
Assignment Points Due
Discussion 5 35 Wednesday/Saturday
Dropbox 5: Data Analysis, Priority Problem & Community Diagnosis 40 Sunday
Clinical Agency and Teaching Intervention Approval -
Week 6
Assignment Points Due
Discussion 6 35 Wednesday/Saturday
Dropbox 6: Focused Community Problem Research 40 Sunday
Week 7
Assignment Points Due
Discussion 7 35 Wednesday/Saturday
Dropbox 7: Community Intervention Plan, Objectives and Evaluation 40 Sunday
Week 8
Assignment Points Due
Discussion 8 35 Wednesday/Saturday
Dropbox 8: Conducting and Evaluating the Intervention Plan in the Community 40 Saturday
Total Points 600

Assignment Overview

Readings

Each week of the course you will complete readings from the assigned text as well as library resources relevant to the topic. It is recommended that you do this before engaging in any of the discussion or dropbox assignments so that your work is well informed. 


Discussions

There will be one discussion topic each week, with the exception of the first week, during which there will be two posts to allow for an introduction of each other. Initial postings are due by Wednesday by 11:59 pm CT, and two responses to classmates are due by 11:59 pm CT Saturday.

Discussion postings will be graded according to the rubric (see requirements in the Content area), which includes answering the question(s) completely and thoroughly, reading all of your peers’ posts, and responding to at least TWO of their initial posts. In addition, instructor questions must also be answered for full credit. These responses must be substantive. A response of “Good post” or “I agree with you” is not considered participation and will not receive full credit. You must explain why you think it is a good post or why you agree (or disagree). Postings must be original and exhibit correct grammar and the use of compositional rules, and APA format must be used when necessary for citing sources. Please remember that this is an academic setting, and although opinions are welcome, respect and professionalism are required. 


Dropbox Assignments

The Community Assessment Project has been divided up into eight Dropbox Assignments. Dropbox assignments are due at 11:59 pm CT Sunday with the exception of Week 8, which is due at 11:59 pm CT Saturday. Additional information and assignment requirements can be found below in the weekly overviews and in the Content area. 


Community Assessment Project

The Community Assessment Project spans the entire course and will use the Windshield Survey data that you collected in your NURS 410 course. The Windshield Survey data that you gathered in NURS 410 will help you to elaborate on the data that you will collect in the first four weeks of this course based on your personal observations. The pictures that you took in NURS 410 can also be included as attachments.

The Community Assessment Project has been divided up into eight Dropbox Assignments to make the project more manageable. You will be using the same MS Word document throughout the course and simply adding to it and revising it each week in preparation for final submission. By Week 8 you will have finished the entire Community Assessment Project, which will include all community assessment data, a data analysis with identified strengths as well as weaknesses of the community, a priority problem list, a community diagnosis on a problem that you select, research on the problem that leads to evidence based interventions, goals and an evaluation plan for the community.  Finally, you will implement and evaluate your evidence-based teaching interventions in a community agency that you have selected. You will select a method of teaching, provide a content outline, describe instructional aides used, and consider the possible barriers to teaching in the population chosen. You will submit the project in its entirety using APA format.

In addition to the weekly project requirements, you will need to do the following to facilitate project completion:

  • Obtain instructor approval for both the clinical agency and teaching intervention topic.  Post this information on the appropriate Discussion board by the end of Week 5 (though sooner is better!) for instructor review.
  • Identify a mentor at your chosen clinical agency, and complete the Mentor Agreement Form (located in the course content area).  Submit this to the appropriate Dropbox by the end of Week 5.
  • Record a video of your full teaching intervention as evidence of completion (instructions for video submission can be found in the content area)

Your final Community Assessment Project will be due at 11:59 pm CT Saturday of Week 8. Additional information and assignment requirements can be found in the Content area.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Introduction, Community as Client
Readings

Stanhope, M. & Lancaster, pp. 210 - 214, 228 – 229

Thornton, A., Delpech, V., Kall, M., & Nardone, A. (2012). HIV testing in community settings in resource-rich countries: A systematic review of the evidence. HIV Medicine, 13(7), 416-426. doi:10.1111/j.1468-1293.2012.00992.x (available in the Content area)

Tsai, J., Mares, A., & Rosenheck, R. (2011). A geographic analysis of chronically homeless adults before and after enrollment in a multi-site supported housing initiative: Community characteristics and migration. American Journal of Community Psychology, 48(3/4), 341-351. doi:10.1007/s10464-010-9363-4 (available in the Content area)

Websites

Please review website resources listed in the Content area for this week ahead of completing required assignments.

Introductions

Introduce yourself. Include your name, and include a few details such as your professional specialty, type of setting where you work, hobbies, geographical location, interest in Community Health, and any other information you wish to share that will enable us to get to know one another. What is it that you would like to get out of this course or learn in the next 8 weeks? The deadline for initial and response posts for this discussion only is 11:59 pm CT Tuesday. This first posting and all responses are due on Tuesday. This is an exception to the weekly deadlines as discussed above.

Discussion 1

Describe the community you have chosen to work with over the next 8 weeks in this course, as well as the demographic assessment data that you have gathered for your assignment this week. What surprised you the most about the data you uncovered about your community? Compare and contrast your community with your classmate’s community assessment data. How would you use this type of assessment data when working with this population as a community/public health nurse? Start thinking about what population you might like to work with as you are collecting your assessment data - how you might approach an intervention project in the community relating to a specific health topic. How did the researchers in the articles presented this week approach the community as client in regards to HIV testing and/or homelessness?

Dropbox 1: Community Demographic Assessment Data

The Community Assessment Project has been broken down into manageable sections over the next few weeks, thus you will be adding to this assessment project every week on the same Microsoft Word document in APA format. In your first dropbox assignment, you will begin by picking a community to assess. Next, you will use the suggested online resources in the Content area to collect demographic information on your community. Describe the following information in paragraph format:

  • Population size: how has it changed since the last census?
  • Age: mean and age rangesRace and ethnicity
  • Households and families
  • Foreign born
  • Geographic mobility

Additional information and assignment requirements can be found in the Content area.

Week 2: Consensus Set of Indicators for Assessing Community Health Status
Readings

Stanhope, M. & Lancaster, Pages 214 – 218

Bigbee, J., & Issel, L. (2012). Conceptual models for population-focused public health nursing interventions and outcomes: The state of the art. Public Health Nursing, 29(4), 370-379. doi:10.1111/j.1525-1446.2011.01006.x (available in the Content area)        

Websites

Please review website resources listed in the Content area for this week ahead of completing required assignments.

Discussion 2

Pick a community assessment model from the assigned reading by Bigbee and Issel (2012) that you relate to the most and could see yourself using as a framework for the collection of your assessment data. Describe it to your classmates and add a picture of it (if one is available). What are the strengths and weaknesses of the model you chose? Why would you use a model when conducting a community assessment? How does it compare with models your classmates selected? Community Assessment Project update - Have you picked a population to work with on your teaching intervention project and decided what agencies would be appropriate to collaborate with?  How you will conduct this part of your project?

Dropbox 2: Community Socio-Economic Assessment Data

For this dropbox assignment, you will continue to collect data on your community for the Community Assessment Project. This week you will focus on the socio-economic status of your community. Describe the following information in paragraph format:

  • Income levels
  • Employment: what are the major employers in your community?
  • Poverty
  • Health insurance coverage
  • Households and housing (include data from your windshield survey that you completed in NURS 410)

Additional information and assignment requirements can be found in the Content area.

Week 3: Community-Focused Nursing Process
Readings

Stanhope, M. & Lancaster, pp. 218 - 222

Craig, S. (2011). Precarious partnerships: Designing a community needs assessment to develop a system of care for gay, lesbian, bisexual, transgender and questioning (GLBTQ) youths. Journal of Community Practice, 19(3), 274-291. doi:10.1080/10705422.2011.595301 (available in the Content area)

Kun, K., Kassim, A., Howze, E., & MacDonald, G. (2013). Interviewing key informants: Strategic planning for a global public health management program. Qualitative Report, 18(10), 1-17. (available in the Content area)

Discussion 3

There are many ways to collect data for a community assessment. One method included in your readings is “key informant interviewing.” This week you will find a least one “key informant” to interview to include in your Community Assessment Project. This can be a patient, a health-care worker, the mayor, a church leader, a storeowner etc. (remember to not use names if using a patient to maintain confidentiality). Develop interview questions for your informant(s), such as:

  • What do they think about the community they live in?
  • Is it economically viable? Is there access to healthcare services?
  • Do they like living there? Why? 
  • What are the strengths and weaknesses of the community?

The readings also include articles in which researchers use key informant interviews as a method of data collection. Read about the key informants interviewed and what information was gathered from them. Tell us about your experience conducting the key informant interview. What did you find out about your community? Do you think it helped to enrich your Community Assessment Project data? 

Dropbox 3: Community Assessment Data Week 3

For this dropbox assignment, you will continue to gather data on your community assessment. Describe the following information in paragraph format:

  • Physical environment (your windshield survey data will be used here)
  • Education (including education levels)
  • Safety and transportation
  • Politics and government

Additional information and assignment requirements can be found in the Content area.

Week 4: Windshield Survey Components
Readings

Stanhope, M. & Lancaster, page 220

Multimedia

YouTube: Community Assessment Windshield Survey of Marinette, WI (2011). (Available in the Content area)

Discussion 4

In your NURS 410 Community Health Course, you conducted a windshield survey on your community. How is this data contributing to your Community Health Assessment Project? Describe how the windshield survey data that you collected is comparing to all of the assessment the data you have been collecting. After watching the YouTube video located in the Content area, what did you think about this assessment? Did you agree with the strengths, weaknesses, and suggestions for improvements in the community they assessed? 

Dropbox 4: Community Assessment Data Week 4

This week you will finish collecting data for your Community Health Assessment Project! Here are the last sections of data to collect and add to your project:

  • Health and social services
  • Communication
  • Economic Vitality of the Community
  • Recreation

Additional information and assignment requirements can be found in the Content area.

Week 5: Identifying and Analyzing Community Problems
Readings

Stanhope, M. & Lancaster, pp. 222 – 223

Johnston, L., Matteson, C., & Finegood, D. (2014). Systems science and obesity policy: A novel framework for analyzing and rethinking population-level planning. American Journal of Public Health, 104(7), 1270-1278. doi:10.2105/AJPH.2014.301884 (available in the Content area)

Discussion 5

Tell your classmates what the strengths and weaknesses of your community are. What are the top causes of death in your population? Why? What contributes to the problems that you uncovered and what resources are available for the population to solve the problems? Does the community have any special programs in place to address the problems? How would a community health nurse know that they are working? How did the researchers go about analyzing the problem of obesity in the article on obesity? Do you think this was a good approach to looking at a community problem? Why or why not? Community Assessment Project Update - By this week, you should have identified a population that you will be focusing on with a specific health topic in mind based on your assessment findings. In addition, you should be in contact with the community agency that you plan to work with to conduct your teaching intervention. Please share your progress on your project with your classmates.  

Dropbox 5: Data Analysis, Priority Problem & Community Diagnosis

For your fifth dropbox assignment, you will analyze the data that you have been collecting for four weeks. By now, you should have a good sense of what the problems are in your community. Describe the strengths and weaknesses of your community. Then select a priority problem in your community and write a community diagnosis of the problem.  Finally, identify the population that is most affected by this problem. Additional information and assignment requirements can be found in the Content area.

Clinical Agency and Teaching Intervention Approval

Post your identified clinical agency and teaching intervention topic to the appropriate Discussion board for instructor approval.

Submit your Mentor Agreement Form to the appropriate Dropbox.

Week 6: Problem Priority Criteria
Readings

Stanhope, M. & Lancaster, pp. 223 - 224

Discussion 6

You will provide your classmates with a summary on each of the three research articles that you are using in your Community Assessment Project and give your insights on how they relate to your community.

Dropbox 6: Focused Community Problem Research

Find three recent (within the last 5 years) research articles on your problem to help you come up with a plan to address this problem in your community. The Stafford Library has an excellent search engine for this. Look for articles that describe the scope of the problem, but also look for articles from researchers who have tried certain interventions that focus on the problem in the past. Did their interventions work? Would you consider using some of their ideas for your intervention project? Additional information and assignment requirements can be found in the Content area.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Establishing Goals and Objectives for High-Priority Problems
Readings

Stanhope, M. & Lancaster, pp. 224 – 227

Floyd, R., Johnson, K., Owens, J., Verbiest, S., Moore, C., & Boyle, C. (2013). A national action plan for promoting preconception health and health care in the United States (2012-2014). Journal of Women's Health (15409996), 22(10), 797-802. doi:10.1089/jwh.2013.4505 (available in the Content area)

Morgan, P., Scott, H., Young, M., Plotnikoff, R., Collins, C., & Callister, R. (2014). Associations between program outcomes and adherence to Social Cognitive Theory tasks: Process evaluation of the SHED-IT community weight loss trial for men. International Journal of Behavioral Nutrition & Physical Activity, 11(1), 1-28. doi:10.1186/s12966-014-0089-9 (available in the Content area)

Discussion 7

After completing the readings this week, describe how the researchers in these studies used goals/objectives to evaluate their community health intervention plans. Do you think they were effective at measuring the outcomes of their community programs? What would you ask them about developing objectives for their programs if you met them in person? Share the interventions and objectives that you have developed for your community assessment project and give each other constructive feedback to help strengthen your plans. Describe where and how you plan to implement your teaching intervention plan.

Dropbox 7: Community Intervention Plan, Objectives and Evaluation

Complete your Community Assessment Project. Now that you have uncovered the priority problems and have selected one to focus on, develop a plan with interventions for your community to help alleviate the problem. Additionally, establish goals or objectives for your plan. How will you evaluate the interventions that you have developed? You will conduct your teaching intervention in the community this week or in your final week. Prepare to present and record your teaching intervention in the community agency that you have selected. Discuss your method of teaching and why you chose it. (Example: role-play, case-study presentation, group work, etc.) Discuss how you will overcome population and environmental barriers. Include a content outline. Discuss your instructional aids (e.g. handouts, posters, DVDs, games, etc.). Additional information and assignment requirements, as well as instructions for video submission can be found in the Content area.

Community Assessment Project

Your final Community Assessment Project is due for submission. Additional information and assignment requirements can be found on page 4 of the Syllabus and in the Content area. 

Week 8: Research and Evidence-Based Practice in Community Health Nursing
Readings

Stanhope, M. & Lancaster, pp. 224 – 227

Floyd, R., Johnson, K., Owens, J., Verbiest, S., Moore, C., & Boyle, C. (2013). A national action plan for promoting preconception health and health care in the United States (2012-2014). Journal of Women's Health (15409996), 22(10), 797-802. doi:10.1089/jwh.2013.4505 (available in the Content area)

Morgan, P., Scott, H., Young, M., Plotnikoff, R., Collins, C., & Callister, R. (2014). Associations between program outcomes and adherence to Social Cognitive Theory tasks: Process evaluation of the SHED-IT community weight loss trial for men. International Journal of Behavioral Nutrition & Physical Activity, 11(1), 1-28. doi:10.1186/s12966-014-0089-9 (available in the Content area)

Discussion 8

After reading the assigned text and articles this week, explain why research and evidence-based practice is important from a community health nurse’s perspective. Do you think it’s important for community health nurses to conduct and disseminate their research on community intervention projects that are focused on priority problems in communities around the United States? Why or why not?

Next, reflect back over the last 7 weeks of the course. What are some of the most significant concepts that you learned from this course? Do you think you will consider working in the community or public health field in the future? Why/why not? How will you apply what you have learned in this course to your current practice? 

Dropbox 8: Conducting and Evaluating the Intervention Plan in the Community

Once you have conducted your teaching intervention in the community, evaluate your intervention(s), including your teaching plan, and the resolution of the problem.  Was your intervention appropriate for the problem?  Were the intervention objectives met? Can you determine the effect of the intervention activity on the problem?  Did your evaluation method tell you what you needed to know?  If you worked with a group, how did the group process work?  What ideas could you have tried?  What was successful?  Why?  What other interventions might be effective for this population's problem in the future? Evaluate your own performance as a teacher/facilitator during this session.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late assignments will not be accepted! Initial discussion postings must be submitted before the Thursday deadline. Even if you miss the deadline for initial postings you can, and should, respond to your classmates’ posts by the Sunday deadline to receive partial credit. No assignments will be accepted after their due dates. 

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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