Preventive Dental Hygiene Care Syllabus for 2011-2012
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Instructor Information

Course Information

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Course

DHYG-1227-001 Preventive Dental Hygiene Care

Prerequisites

Course Description

The dental hygienist in the dental health care system emphasizing the basic concepts of disease prevention and health promotion. Communication and behavior modification skills are utilized to facilitate the role of the dental hygienist as an educator.

Student Resources Student Resources Website

Department Expectations

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Occupational License Disclaimer

Hours

(2 sem hrs; 1 lec, 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

\ Required Course Textbooks

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\ 1. Primary Preventive Dentistry , Norman O. Harris, Franklin Garcia-Godoy, and Christine Nielsen Nathe, 7th edition.  Appleton and Lange, 2009.

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\ 2. Dental Health Education Lesson Planning and Implementation, Lori Gagliardi, 2nd edition, Pearson Prentice Hall, 2007.

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\ Course Supply LIst

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\ 1. Library Card for AC and/or city library

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\ 2. Computer and Internet Access, printer, print cartridges

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\ 3. Index cards, Scantrons, paper, pens, markers

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\ 4. Additional materials may be needed

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Supplies

Course Supply List

1.  Library Card for AC and/or city library

2.  Computer and Internet Access, printer, print cartridges

3.  Index cards, Scantrons, paper, pens, markers

4.&

Student Performance

End-of-Course Outcomes

Describe the role of the dental hygienist as a preventive dental team member; explain the concepts of dental disease prevention and health promotion; and develop a patient education plan utilizing the concepts of communication and behavior modification.

Instructor Objectives for the Course

Objectives will coordinate with the materials presented in lecture, handouts, reading assignments and exams.

1.  Define and apply the following key terms:  primary, secondary, and tertiary prevention.

2.  Describe the historical aspect of preventive dental care.

3.  Describe the state of dental health in the United States.

4.  Describe categories that aid in classifying diseases.

5.  Differentiate between organic coatings of endogenous and exogenous (acquired) origin.

6.  Describe why dental plaque is not unique among naturally occurring microbial layers.

7.  Describe the mechanisms proposed to explain bacterial adhesion to the acquired pellicle.

8.  Distinguish between primary and secondary bacterial colonizers in dental plaque and cite examples of each.

9.  Identify the primary sites of calculus formation, explain how calculus forms, and detail the differences between supragingival and subgingival calculus.

10.  Describe the basis for the involvement of the acquired pellicle, bacterial dental plaque, and dental calculus in caries and the inflammatory periodontal diseases.

11.  Describe the four general types of carious lesions that are found on the different surfaces of the teeth.

12.  Describe the histologic characteristics of enamel and dentin that facilitate fluid flow throughout a tooth.

13.  Describe the four zones of an incipient caries lesion.

14.  Describe the conduits (pores) that directly conduct acid from the bacterial plaque to the body of the lesion.

15.  LIst the two bacteria most often implicated in the caries process, and indicate when each is present in the greatest numbers during the caries process.

16.  Describe the series of events in a cariogenic plaque and subsurface lesion from the time of bacterial exposure to sugar until the pH returns to a resting state.

17.  Describe the characteristics of root caries, and explain the differences and similarities to coronal caries.

18.  Describe why so much time is taken by the profession in treating secondary caries.

19.  Describe the relationship between pH and the saturation of calcium and phosphorus ions in caries development.

20.  Describe the protective relationship of calcium fluoride to hydroxyapatite and fluorhydroxyapatite during an acidogenic attack.

21.  Define dental trauma.

22.  Describe the etiology of dental trauma.

23.  Describe the assessment of trauma.

24.  List and describe the the categories of dental trauma.

25.  List the four host defense mechanisms operational in the oral cavity.

26.  Describe how the epithelium functions as a microbial barrier in the mouth.

27.  Describe how an ideal dentition functions as a defense mechanism.

28.  Describe the cycle of enamel demineralization and remineralization.

29.  Apply the knowledge of host defense mechanisms to practicing a medical model in dental care.

30.  Identify early and late colonizers in bacterial plaque, and discuss their roles in the disease process.

31.  Explain the significance of plaque pH.

32.  Differentiate between cellular and humoral immunity.

33.  Describe the role of granulocytes in host defense.

34.  Describe the importance of oral health in promoting systemic health.

35.  Identify the major salivary glands.

36.  List the protective functions of saliva.

37.  Describe the antimicrobial properties of saliva.

38.  Define xerostomia and name two possible causes.

39.  Recognize xerostomia in patients.

40.  Prescribe appropriate therapies for a patient with compromised salivary function.

41.  Discuss the functions of the immunoglobulins.

42.  Differentiate between a cosmetic and a therapeutic dentifrice, mouthrinse, and chewing gum.

43.  Explain the three phases of research necessary when applying to investigate a new drug.

44.  Discuss how approval or non-approval of a new product by the Food and Drug Administration ( FDA) differs from acceptance or rejection by the American Dental Association ( ADA).

45.  List and define the purpose of each dentifrice ingredient including percentage quantities.

46.  Explain the various reasons that the same abrasive material in toothpaste can cause differing levels of abrasion on tooth structure.

47.  Define the three types and amounts of fluoride compounds commonly used in dentrifices.

48.  Identify the agents used in dentifrices to produce anticaries, anti-calculus, whitening, and antihypersensitivity effects.

49.   Explain the active ingredients in anti-plaque and anti-gingivitis mouthrinses sold over the counter and as a prescription item.

50.  Describe the advantages and disadvantages of mouthrinses containing alcohol.

51.  Describe the benefits of chewing gum and the ingredients used to help reduce oral disease.

52.  Describe the reasons why supplemental oral health self-care is needed to complement toothbrushing.

53.  Identify factors, in addition to oral conditions that influence selection of supplemental oral hygiene devices and techniques.

54.  Identify the process of developing an oral health self-care plan.

55.  State the purposes, indications, contraindications, techniques, advantages, and limitations of various oral hygiene devices.

56.  Justify the purpose and describe techniques for the use of mouthrinses and oral irrigators.

57.  Describe proper oral hygiene self-care for dental implants, removable partial dentures and full dentures.

58.  Define community water fluoridation.

59.  Explain the rationale for using water systems to provide for primary prevention of dental caries.

60.  Describe the four historical periods in the evolution and development of community water fluoridation.

61.  Describe the caries-preventive benefits of water fluoridation.

62.  Define the role of water fluoridation and the impact of multiple sources of fluoride on the decline of dental caries.

63.  Describe the effect on caries prevalence when water fluoridation is discontinued in the community.

64.  Describe fluorosis classifications and characteristics, by severity, and the need to monitor exposure to fluoride.

65.  Describe the economic aspects of water fluoridation.

66.  State the optimal fluoride concentration range, in parts per million (ppm F), for maximum caries protection with minimal risk of fluorosis.

67.  LIst the additives used for water fluoridation and briefly describe the technical aspects of fluoridation, including monitoring and surveillance of water fluoridation in the United States.

68.  Describe the Safe Drinking Water Act and the Environmental Protection Agency regulatory standards for natural fluoride levels.

69.  List the fluoride compounds used to control caries and indicate their relative effectiveness.

70.  Describe the possible chemical reactions associated with the topical application of sodium fluoride, stannous fluoride, and acidulated phosphate fluoride.

71.  Identify what percentage of sodium fluoride and stannous fluoride are available for home use.

72.  Describe how topical fluoride is applied to the teeth.

73. Explain why the early dentifrices did not produce the expected caries decrements.

74.  State the expected decreases in caries formation following use of dentifrices and mouthrinses containing fluoride.

75.  Describe fluoridated varnishes and fluoride-releasing dental restorative materials, and the potential of these materials to inhibit demineralization and enhance remineralization.

76.  Discuss the dental hygiene process of care.

77.  Describe the integration of the dental hygiene process of care into the dental hygiene appointment.

78.  Compare and contrast dental hygiene therapy for patients  with and without attachment loss.

79.  Describe the elements of the dental hygiene appointment.

80.  Describe the use of the CDT 2007-2008 in creating a dental hygiene care plan.

81.  Define patient autonomy.

82.  Explain the elements of the major health education theories.

83.  Apply appropriate health education models to cases.

84.  Identify principles of adult learning.

85.  Use motivational interviewing techniques to devise a patient education strategy.

86. Describe the preventive aspects of athletic mouthguards.

87.  Describe the historical apects of athletic mouthguards.

88.  Describe the prevalence of sports-related orofacial and head trauma.

89.  List the promotional activities advocating the use of mouthguards.

90.  List the sports and activities that should involve the use of athletic mouthguards.

91. Describe the fabrication of custom-made vacuum formed mouthguards.

92. Describe the dental provider's role in the use of athletic mouthguards.

93. Describe the current status and future of immunizations in oral health care.

94. Describe the current status and future of gene therapy in oral health care.

95. Describe the current status and future of stem cell use in oral health.

96. Define and describe the medically compromised target population.

97. Describe common oral conditions and diseases of medically compromised patients.

98. Describe the role of the dental provider in treating medically compromised patients.

99. Describe and define the populations with developmental disabilities.

100. Describe common oral conditions and diseases of patients with developmental disabilities.

101. Describe specfic preventive strategies to use with patients with developmental disabilities.

102. Describe the role of the dental provider in treating patients with developmental disabilities.

Objectives taken from the assignments on the dentalcare.com resource center:

103.  Identify the two bacteria most often associated with dental caries.

104.  Understand the term used in caries prediction.

105.  Understand the caries process.

106.  Explain the general approach of caries risk assessment.

107.  Determin the cause of each pathology.

108.  Identify the typical virus cues for each pathology.

109.  Know useful clinical information for each pathology.

110.  Describe treatment for each pathology.

111.  Understand clinical significances of each pathology.

112.  Explain the recommended treatment plan for cancer patients.

113.  Define dental plaque.

114.  Explain the process of plaque formation.

115.  Discuss manual and powered toothbrushes.

116.  Describe the various toothbrusing techniques.

117.  Identify the correct toothbrushing technique for the individual patient.

118.  Describe the two flossing methods.

119.  Identify which patients require auxiliary aids.

120.  Identify multiple sources of fluoride.  Determine on an individual basis if a patient needs a professional fluoride application.

121.  Differentiate between pre-eruptive and post-eruptive fluoride.

122.  Identify the three types professional fluoride.

123.  Undestand the concept of fluoride uptake in enamel.

124.  Discuss root surface caries treatment options.

125.  Describe the application of fluoride.

126.  Discuss fluoride varnishes.

127.  Identify foods that are considered carogenic.

128.  Identify foods that are considered to be non or low-acidogenic.

129.  Discuss soda consumption in the United States.

130.  Identify sports that should use mouthguards.

131.  Identify which types of jaw fractures are more common.

132.  Identify which type of crown and root fractures are more common.

133.  Describe the treatment necessary when an emergency occurs with primary teeth.  Describe the treatment necessary when an emergency occurs with permanent teeth.

134.  LIst the types of soft tissue dental injuries that can occur with sports.

135.  Identify the types of mouthguards available.

136.  Explain the hydrodynamic theory, widely accepted as the cause for dentinal sensitivity.

137.  Discuss common diagnostic tools.

138.  List common active ingredients used in desensitizing toothpastes.

139.  Discuss the mode of action of common active ingredients.

140.  Discuss the clinical evidence behind common desensitizing dentifrices.

141.  Understand the history and development of modern day dentifrices.

142.  Discuss the changes from dentifrices that delivered only cosmetic benefits to those that focused on therapeutic benefits; and then back to products that deliver a combination of both.

143.  Discuss the changes in ingredients and actives, and describe new technologies.

144.  Help the dental professional talk to their parents from a position of knowledge about the variety of fluoride dentifrices available in the current marketplace.

145.  Explain the process of demineralization/remineralization.

146.  Discuss the role of calclium and phoshpate in the remineralization process.

147.  State where caries occurs first within the enamel structure.

148.  Compare and contrast enamel and root surface caries.

149.  Compare and contrast the remineralization process on permanent and primary teeth.

150.  Disuss the elements in clinical examination vital to detection of enamel caries and root surface caries.

151.  Explain the current approach to evaluating the evidence in answering clinical questions regarding fluoride and caries prevention.

152.  Provide a scientific basis on the literature for the effectiveness of fluoride products in preventing dental caries.

153.  Define Evidence-Based Medicine/Practice.

154.  Define Evidence-Based Decision Making and its purpose.

155.  Explain why evidence-based practice is not just a new term for an old concept.

156.  Identify two principles of EBDM.

157.  Discuss the need for EBDM.

158.  Identify the levels of evidence and premise on which they are based.

159.  Describe the 5 steps and skills necessary for EBDM.

160.  Formulate a good question using the PICO process.

161.  Discuss the benefits of EBDM.

162.  Appreciate the impact of  growth  of an elderly edentulous population on the day-to-day practice of dentistry.

163.  Understand objectives of complete denture therapy for patients affected by progressive resorption of edentulous ridges.

164.  Better understand expected changes in edentulous soft and hard tissues over time.

165.  Appreciate the complex biophysical processes involved in complete denture retention and stability.

166.  Gain basic comprehension of improved complete denture retention and stability associated with the proper use of denture adhesives.

167.  Understand appropriate methods for conservatively applying adhesive and placing complete dentures to achieve optimal adhesive performance.

168.  Comprehend recommended methods for cleaning adhesive from complete denture upon removal from the mouth.

169.  Comprehend appropriate methods for accomplishing personal oral hygiene following removal of adhesive assisted complete dentures.

170.  Discuss the difference in how tooth enamel and dentin structure are affected by demineralization.

171.  Explain the role of bacterial acid production in demineralization.

172.  Understand the relationship between critical pH and demineralization.

173.  Identify five zones of carious dentin in the advanced lesion.

174.  Describe how demineralization affects young children, the elderly, and other special populations.

175.  Be familiar with the factors that promote remineralization.

176.  Define dental caries.

177.  Discuss the medical history of caries along with its natural history.

178.  Identify the combination of factors required for caries to develop, and how sub-factors influence this process.

179.  Define dental plaque as a microbial biofilm.

180.  Describe the development and maturation of dental plaque.

181.  Understand the microbial diversity of plaque and recognize it as an ecosystem.

182.  Discuss the ecological plaque hypothesis.

183.  Identify the role of the environment in dental caries etiology.

184.  Introduce the Stephan Curve.

185.  Explain the impact of various diets on the incidence of caries.

186.  Describe the concept of frequency versus amount of cariogenic carbohydrates.

187.  Be familiar with the complex chemical structure of sugars.

188.  Relate the cause and effect of diet and dental caries to patients.

189.  Discuss tooth structure.

190.  Describe how the mineral composition and structure of enamel relates to caries.

191.  Be familiar with the complex chemical structure of sugars.

183.  Name the bacteria associated with caries.

184.  Discuss how the acidity in the oral environment is the major determinant of plaque ecology.

185.  Identify how bacteria convert dietary carbohydrates to acids.

186.  Explain what saliva is and how it is produced.

187.  Identify the major salivary glands.

188.  Explain the nerve control of saliva secretion.

189.  List the physical, chemical, and antibacterial properties of saliva.

190.  Describe the host's immune response in the dental caries process.

191.  Describe the origins of adult learing theory and the principles of good practice.

192.  Explain the importance of prior experience in adult learning.

193.  Provide examples of open-ended questions to elicit information from the patient.

194.  Describe the stages of change and explain how a dental professional would assess a patient's stage of change.

195.  Explain strategies for moving patients through the stages of change.

196.  Describe how to make learning relevant to the patient.

197.  Explain locus of control and provide examples of questions that might be used to assess locus of control.

198.  Describe self-direction and autonomy and how they impact adult learning.

199.  Describe Gardner's Multiple Intelligences and Kolb's Learning styles and how they might be used to develop patient autonomy.

200.  Identify the predisposing factors for traumatic dento-facial injuries.

201.  Conduct a comprehensive historical review, clinical and radiographic examination of traumatic injuries.

202.  Counsel patients and parents on prevention of traumatic injuries.

 The student will know that these objectives have been successfully completed if he or she earns a final grade of "C" or higher as evaluated by the course instructor. 

The standards for the objectives may be one or any combination of the following:

• as given in lecture
• as demonstrated, discussed in the clinic experience
• as given in handouts
• as stated in the course texts and reading assignments
• as given in laboratory projects
• as given on exams

Students Rights and Responsibilities

Student Rights and Responsibilities

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If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Student Conduct and Responsibilities

A high standard of conduct is expected of all Amarillo College students.  The Student Code of Conduct is defined in the Amarillo College Student Rights and Responsibilities publication.  This document may be located online at www.actx.edu under the student tab.

"Amarillo College expects a high standard of conduct from its students.  Students are expected to comply with the law, respect proper constitutional authority, and obey College policies, rules and regulations.  Unacceptable conduct is defined as an action or behavior that is contrary to the best interest of a fellow student or students, the faculty or staff, the College, or the teaching/learning process.  Students failing to perform according to established standards may be subject to disciplinary action.  Policies, standards, rules and regulations apply to students attending College activities whether the activity takes place on or off campus.

Each student shall be responsible for becoming knowledgeable of the contents and provisions of College policies,rules, and regulations concerning student conduct.  In some cases, individual programs may have approved policies for student conduct which also apply to student conduct in those programs.  Integrity and common sense will guide the actions of each member of the college community both in and out of the classroom.  Any student who fails to perform according to expected standards may be disciplined."

The Amarillo College Dental Hygiene Program has specific policies which apply to student conduct within the program.  These policies may be  implied or written.  The course syllabus  and the program  manual are sources for student conduct policies for Dental Hygiene students at Amarillo College.

Professional Standards

1. Student is prompt to class.

2. Student is prepared for class sessions.

3. Student assumes responsibility for his/her own learning.

4. Student is concerned with excellence in learning rather than just meeting minimal criteria.

5. Student applies lecture material in the clinical setting.

6.  Student will seek faculty assistance if needed, and will monitor their own progress in meeting course requirements.

7. Student maintains his/her composure, dealing with conflict in a constructive way.

8. Student exhibits an attitude of respect for classmates, faculty, and staff.

9. Students may not be disruptive or talk to each other during lecture, presentations, guest lectures, etc. Should this occur, the student will be asked to leave the classroom immediately.

Students with Disabilities

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should contact disAbility Services (Student Service Center Room 119, phone 371-5436) as soon as possible.

Electronic and Recording Devices

In order to maximize learning, all electronic recording devices and cell phones are prohibited in this course. If a student is caught texting, talking, or surfing the internet during a lecture or lab, the student will immediately be dismissed and will receive an absence for the day. Students may check cell phones at designated breaks given by the instructor. Those students who have children or who anticipate an emergency situation should give caretakers and family members the Office Supervisor’s phone number (806-354-6050) and have calls directed to her first. She will then act accordingly to inform the student.

 

 

Academic Grievances

A student, who has a grievance concerning a course in which he or she is enrolled or a grade, should make an appeal in the following order to the:  (1) Instructor (2) Department Chair/Program Director (3) Dean of Health Sciences (4) Vice President of Academic Affairs (5) College President.

Grading Criteria

Grading Criteria

The final course grade will be computed as follows:

I.  Examinations      25%

II. Completion of the following assignments on the www.dentalcare.com resource center.     25%

You will need to register as a student on the dentalcare.com website to have access to these assignments.  Once you have completed the continuing education course assignment, you will need to print out the certificate as proof of completion and turn it in on the due date.

1.  Current Concepts in Preventive Dentistry

2.  An Update on Demineralization/Remineralization

3.  A History and Update of Fluoride Dentifrices

4.  Dental Hypersensitivity:  A Review

5.  Prosthesis Retention and Effective Use of Denture Adhesive in Complete Denture Therapy

6.  Caries Process and Prevention Strategies:  Demineralization/Remineralization

7.  Caries Process and Prevention Strategies:  The Agent

8.  Caries Process and Prevention Strategies:  The Environment

9.  Caries Process and Prevention Strategies:  The Host

10.  Child Abuse and Neglect:  Implications for the Dental Professional

11.  Effective Adult Learning for Oral Health Education

12.  Management of Traumatic Injury to Children's Teeth

13.  Evidence-Based Decision Making:  Introduction and Formulating Good Clinical Questions

III.  Laboratory Projects     25%

IV.  Comprehensive Final    25%

The following grade scale applies throughout this course:

A = 93-100%

B = 83-92%

C = 75-82%

F = Below 75%

Note:  A grade of "D" is not possible in this course.

The course will consist of examinations, outside assignments utilizing the  www.dentalcare.com  resource center, lab projects of which many will be completed outside of the classroom in the forum of service learning, and a comprehensive final.  A student must complete approximately 45 lab hours over the semester.  Refer to the course calendar for the schedule of materials to be covered in each class and the tentative examination dates.  Also, please note the provisions of the Make-up Policy in this syllabus for missed examinations.  Major examinations and the comprehensive final will be objective and subjective in nature.

Laboratory Projects (Projects are divided into section number 1 which includes articles and section number 2 which includes service learning projects and group projects.)

1.  Articles

Read the assigned articles.  Type a 2-3 page report (double-spced) about the articles.  Please tell me what each article is about.  Write a conclusion paragraph regarding what you learned from the article and how you will be able to apply this information as a dental hygienist.  Put your report into a folder.  You will need a cover page entitled 2011 PREVENTION PROJECTS.  Include the actual articles.  This assignment is due November 18, 2011

Specific articles include the following:

Atridox:  located at the following web address:  www.rxlist.com/atridox-drug.htm (Pages 1-10).    Pay close attention to the following:  uses, side effects, precautions, interactions and overdose

Perio Chip:  located at the following web address:  www.rxlist.com>.....>periochip (Pages 1-8) and www.fda.gov/downloads/drugs/ Warning Letter:  Perio Chip

Arestin:  Located at the following web address:  Arestin.com  (Periodontal Insights, Why Arestin and Your Standard of Care)

Oraqix:  Located at the follolwing web address: www.rxlist.com/oraqix-drughtm  ( Pages 1-7)

Xylitol located at the following web address: www.xylitol.org    ( Dental Portion)

2.  (A)  Service Learning Projects

• Students will complete several outside projects such as Panhandle Assessment Center, Head Start, Health Fairs, Oral Health Education in schools etc.
• Please keep the grade sheet from your laboratory instructor given to you as you begin the project.  You will also be evaluated by an outside entitity such as the elementary school teacher, priniciple, school nurse etc.
• Students will also need to type a 2 page "reflection" paper (double - spaced) and should address the following questions:

Who went?  Where did you go?  Why did you go?  When did you go?  What did you learn?  I would also like some comments about how you liked the project(s).  What was the highlight of this experience and why?  How did this experience help you become a better hygienist and why?

• Place these reports and grade sheets behind the Xylitol pages in the folder labeled 2011 Prevention Projects.

(B)  Group Project #1  ( Ten Questions Patients Ask????)  Students will divide into assigned groups.

• Your group will create a typed (double-spaced) report on each of your questions.
• Your group will create a 1-2 page chart which will be copied and handed out to the rest of the class.
• Your group must complete a class presentation about your questions.  Do not read the report out loud in the class.  Be creative in your presentation such as a play, skit, game, DVD, etc.  Use samples if possible.  The projects will be presented and handed in on Friday, November 18, 2011 at 1:30 pm.
• Students will be graded collectively (the group /peer grade) and individually (your performance in the group).  All of the dental hygiene faculty will be invited to attend to watch your presentations.

(C)  Group Project # 2

• Each group will also be assigned an oral adjunct to scaling and root planing from the assigned articles listed in Number 1. 
• Students will be required to get a sample of the product and demonstrate  use of the product in class.
• Also include the indications and contraindications for the product.  Several products may be left over from the last year so please check with you lab instructor.

Make-up Policy

If a student is absent on the day when a major examination is given, the student may make-up the missed work as follows:

1. It is the responsibility of the student to make arrangements with the instructor within 24 hours of returning from the absence to reschedule the examination.

2. The missed work must be made up within TWO Amarillo College school days where the day ends at 4:00 pm.

3. The make-up work may earn a maximum of 80% of the original point value.

Attendance

"Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class."  (Amarillo College Student's Rights and Responsibilities Publication)  Regular attendance is necessary for satisfactory achievement.  Therefore, it is the responsibility of the student to attend class.  Due to the tremendous amount of information contained in this course, the student who plans to succeed should also plan to attend all course sesssions regularly and promptly. Without question, the instructor expects each student to be present at each session. Unfortunately, no one has ever developed a shorcut, which will replace hours of actual experience needed to master a new skill; therefore, you must be present to acquire the specific knowledge in this subject. 

Absences will be monitored and evaluated to determine the student's final course grade. The  student may have no more than 1 absence in this course without affecting his/her final grade. Beginning with the 2nd absence, 2 points will be deducted from the final grade; after the 3rd absence, 3 additional points will be deducted; after the 4th absence, 4 additional points will be deducted. On the occurrence of the 5th absence, the student will be required to repeat the course.  STUDENTS WHO ARE LATE TO CLASS OR LAB OR WHO LEAVE CLASS EARLY, WILL BE COUNTED AS ABSENT.  The student will receive 2 bonus points to the final grade in this course if the student has perfect attendance for the semester.

Calendar

Additional Information

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