General and Dental Nutrition Syllabus for 2016-2017
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Course

DHYG-1207-001 General and Dental Nutrition

Prerequisites

Course Description

General nutrition and nutritional biochemistry emphasizing the effect nutrition has on oral health.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Hours

(2 sem hrs; 2 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

Required Course Textbook

1. The Dental Hygienist’s Guide to Nutritional Care, Stegman & Davis; Saunders Elsevier, 4^th edition.

Supplies

Course Supply List

1. Library Card for AC and/or city library
2. Index cards, Scantron Forms (form 882-E: for 100 questions – 50 questions on each side), paper, pens, markers
3. Students will be required to have a tablet or laptop for this course.  The tablet is preferred due to ease of use in the lab setting.  This purchase can be made in the AC Bookstore.  If you prefer to use an existing laptop or tablet please review the following mandatory requirements:  

Computer/Mobile Device (Laptop/Tablet) with Webcam:

System Requirements	Minimum	Recommended
Processor	1 GHz processor	2 GHz or faster processor
Memory	512 MB of RAM	2 GB of RAM or higher
Monitor Resolution	1024 x 768	1024 x 768 or higher
Free Hard Disk Space	5 GB of free disk space	20 GB or higher of free space
Internet Connection	Broadband (high-speed) Internet connection with a consistent minimum speed of 1.5 Mbps.	Broadband (high-speed) Internet connection with a speed of 4 Mbps or higher
Internet Browser**	Respondus Lockdown Browser and IE8, IE9, Safari 4+, Chrome or Firefox	Respondus Lockdown Browser and Firefox
Java	Java is required to use Blackboard. Download Java.
Macromedia Flash Player	Flash is required to play videos within the Blackboard system. Download Flash

      4.   Students are required to have regular, reliable access to a computer with a stable Internet connection. (Any system   older than 4 years may not have the processing power to work with our current version of Blackboard and its components.) 

     5.   Students will also be required to print some materials and will need a printer, print cartridges, and a supply of printer paper.

Student Performance

End-of-Course Outcomes

Explain general nutritional requirements and deficiencies within the human body; analyze dietary records and apply nutritional counseling strategies to optimize oral health.

Instructor Objectives for the Course

Chapter objectives will coordinate with the materials presented in lecture, handouts, reading assignments, and examinations.  Learning the objectives will be required of the student in order to be successful in the completion of the written examinations. Given the course textbooks, personal notes, handouts, and other course materials, the student should:

1.   Learn the terminology, facts, theories, methods, and principles, associated with general and dental nutrition as outlined in the objectives and the course schedule.

2.   Evaluate the learning experiences as measured by the course objectives.

The student will know that these goals have been successfully completed if after evaluated by course instructor, a minimal grade of 75 or greater is earned

Learning Objectives

Chapter 1:  Overview of Healthy Eating Habits

The student will be able to:

1. Describe the general physiologic functions of the six nutrient classifications of foods.
2. Identify factors that influence patient’s food habits.
3. Name the food groups on MyPlate.         
4. Determine the amounts needed from each of the food groups on MyPlate for a well-balanced 2000 kilocalorie diet.
5. Identify significant nutrient contributions of each food group, and assess their implications for a patient’s oral health.
6. Describe the Dietary Guidelines for Americans and their purpose.
7. Assess dietary intake of a patient, using the Dietary Guidelines for Americans and MyPlate.
8. Motivate a patient to improve food choices.
9. Explain the different purposes of the dietary reference intakes (DRIs), MyPlate, and reference daily intakes (RDIs).
10. Apply basic nutritional concepts to help patients with nutrition-related problems.

Chapter 2:  Concepts in Biochemistry

The student will be able to:

1.   Explain the role of biochemistry in dental hygiene and nutrition.

2.   Assign biomolecules according to functional group.

3.   Compare and contrast the structure, function, and properties of the four major cases of biomolecules (carbohydrates, proteins, nucleic acids and lipids).

4.   Outline the structure, function, and the properties of monosaccharides, disaccharides, and polysaccharides.

5.   Outline the structure, function, and the properties of amino acids and proteins.

6.   Compare and contrast the roles of enzymes, coenzymes, and vitamins in nutrition.

7.   Outline the structure, function, and the properties of nucleotides and nucleic acids.

8.   Outline the structure, function, and the properties of fatty acids, triglycerides, and steroids.

9.   Differentiate catabolism from anabolism.  Explain connections between metabolic pathways in carbohydrate, protein, and lipid metabolism.

Chapter 3:  The Alimentary Canal:  Digestion and Absorption

The student will be able to:

1. Discuss factors that influence food intake.
2. Describe the general functions of each digestive organ.
3. Identify chemical secretions necessary for digestion of energy-containing nutrients and in what parts of the gastrointestinal tract they are secreted.
4. Point out the nutrients that require digestion and the digested products that can be absorbed.
5. Explain the role of gastrointestinal motility in digestion and absorption.
6. Choose points in Nutritional Directions for educating dental patients.
7. Describe how digestion and absorption may affect nutritional status and oral health.

Chapter 4:  Carbohydrate:  The Efficient Fuel

The student will be able to:

1. Identify major carbohydrates in foods and in the body.
2. Outline ways glucose can be used by the body.
3. Summarize the functions of dietary carbohydrates.
4. Explain the importance of dietary carbohydrates.
5. Identify dietary sources of lactose, other sugars and starches.
6. Summarize the role and sources of dietary fiber.
7. Describe the role of carbohydrate in the caries process.
8. Formulate recommendations concerning carbohydrate consumption to reduce risk for dental caries.

Chapter 5:  Protein:  The Cellular Foundation

The student will be able to:

1. List the possible fates of amino acids.
2. Classify foods as sources of high-quality or lower-quality proteins.
3. Explain how protein foods can be used to complement one another.
4. Explain why various physiologic states require different amounts of protein.
5. Categorize the problems associated with protein deficiency or excess.
6. Assess a patient’s protein consumption in terms of deficiency or excess
7. Apply nutrition principles regarding food intake to prevent protein deficiency and protein excess into patient education.

Chapter 6:  Lipids: The Condensed Energy

The student will be able to:

1. Describe how fatty acids affect the properties of fat.
2. Explain the functions of fats in the body and how these affect oral health..
3. Identify dietary sources for saturated, monounsaturated, polyunsaturated, Omega-3 and trans fatty acids, and cholesterol.
4. Distinguish between chylomicrons and other lipoproteins.
5. Calculate the recommended amount of dietary fat.
6. Plan appropriate interventions when dietary modification of fat intake has been recommended to a patient.
7. Select nutritional directives for various patient issues.

Chapter 7:  Us of the Energy Nutrients:  Metabolism and Balance

The student will be able to:

1.   Calculate energy needs according to the patient’s weight and activities.

2.   Explain physiologic sources of energy. 

3.   Identify factors affecting the basal metabolic rate.

4.   Assess factors affecting energy balance.

5.   Summarize the effects of inadequate energy intake.

6.   Explain the principles for and the importance of regulating energy balance to a patient.

7.   Individualize dental hygiene considerations to patients regarding energy metabolism.

8.   Relate nutritional directions to meet patients’ needs regarding energy metabolism.

Chapter 8:  Vitamins Required for Calcified Structures

The student will be able to:

1.   List the fat-soluble vitamins.

2.   Compare the characteristics of water-soluble vitamins with those of the fat-soluble vitamins.

3.   Identify the functions, deficiencies, surpluses and toxicities, and oral symptoms for vitamin A, D, E, K, and C.

4.   Select food sources for vitamins A, D, E, K, and C.

5.   Individualize dental hygiene considerations for patients regarding vitamins A, D, E, K, and C.

6.   Relate nutritional directions to meet patients’ needs regarding vitamins A, D, E, K, and C.

Chapter 9:  Minerals Essential for Calcified Structures

The student will be able to:

1.   List the minerals found in collagen, bones, and teeth and describe their main physiologic roles and sources.

2.   Describe causes and symptoms of mineral excess or deficits.

3.   Discuss the role of water fluoridation in the prevention of dental caries.

4.   Describe advantages and disadvantages of mineral supplementation.

5.   Individualize dental hygiene considerations to patients regarding calcium, phosphorus, magnesium, and fluoride.

6.   Utilize nutritional directions to provide patient education regarding calcium, phosphorus, magnesium, and fluoride.

Chapter 10:  Nutrients Present in Calcified Structures

The student will be able to:

1.   Describe the physiological roles of specific minerals and how these apply to oral health, along with sources of copper, selenium, chromium, and manganese.

2.   List ultratrace elements present in the body.

3.   Identify reasons why large amounts of one mineral may cause nutritional deficiencies of another.

4.   Apply dental hygiene considerations for trace elements present in calcified structures.

       5.   Discuss nutritional directions for clients regarding the role of trace elements present in calcified structures.

Chapter 11:  Vitamins Required for Oral Soft Tissues and Salivary Glands

The student will be able to:

1.   Educated the patient on oral soft tissue changes that occur in B-complex deficiencies.

2.   Differentiate between scientifically–based evidence versus food fads concerning vitamins.

3.   Explain to a patient that is a vegan why vitamin B₁₂ is important and identify appropriate sources.

4.   Compare and contrast the function and sources of vitamins and minerals important for healthy oral soft tissues, as well as deficiencies, toxicities, and associated symptoms.

5.   Identify dental considerations for vitamins closely involved in maintaining healthy oral soft tissues.  

6.   Discuss nutritional directions for vitamins closely involved in maintaining healthy oral soft tissues.  

7.   Describe the association between beriberi and alcoholism.

Chapter 12:  Fluids and Minerals Required for Oral Soft Tissues and Salivary Glands

The student will be able to:

1.   Describe the process of osmosis.

2.   Explain how electrolyte affect hydration status.

3.   List normal fluid requirements and factors that may affect these requirements.

4.   Discuss the roles, imbalances, and sources of water, sodium, potassium, iron, zinc, and iodine.

5.   Discuss with patients how to decrease dietary sources of water, sodium, potassium, iron, zinc, and iodine.

6.   Identify oral signs and symptoms of fluid and electrolyte imbalances.

7.   Discuss areas of nutritional concern with patients who have fluid and electrolyte imbalances.

7.   Determine which diseases and medications that may require dental hygiene clients to restrict sodium intake.

8.   Identify the most prominent oral symptoms or signs of iron, zinc, and iodine deficiency.                                              

Chapter 13:  Nutritional Requirements Affecting Oral Health in Women

The student will be able to:

1. Assess nutrients commonly supplemented during pregnancy and lactation.
2. Use recommended guidelines to assess food intake during pregnant and lactating women for adequate nutrients.
3. Discuss each factor affecting fetal development.
4. Implement nutritional and oral health considerations for patients who are pregnant and breastfeeding.
5. Apply nutritional directions for patients who are pregnant or breastfeeding.

Chapter 14:  Nutritional Requirements During Growth and Development and Eating Habits Affecting Oral Health

The student will be able to:

1.   Describe the procedure for introducing solid foods after the initial stage of feeding by bottle or breast.

2.   Discuss ways to handle typical nutritional problems that occur in infants, young children, school-aged children, and adolescents.

3.   Apply dental hygiene aspects related to nutritional needs during infancy, early childhood, elementary school years, and adolescents to patient care.

4.   Assess nutrition education needs for patients during infancy, early childhood, elementary school years, and adolescents.

5.   Discuss physiologic changes that alter the nutritional status of infants and adolescents.

Chapter 15:  Nutritional Requirements for Older Adults and Eating Habits Affecting Oral Health

The student will be able to:

1. Discuss ways to handle typical nutritional problems occurring in older adults.
2. Examine dental considerations of nutritional needs that occur in older adults.
3. Identify nutritional education needs for older adults.
4. Discuss physiological changes altering an older patients nutritional status.
5. Discuss differences in amounts of nutrients needed by older patients compared with younger patients.
6. Describe factors influencing food intake of older patients.
7. Suggest dietary changes that could be implemented to provide optimum nutrient intake for older adults

Chapter 17:  Effects of Systemic Disease and Nutritional Status and Oral Health

The student will be able to:

1.   Discuss the various diseases, conditions, and treatments that commonly have oral signs and symptoms.

2.   Discuss disease states, conditions, and accompanying treatments likely to affect nutritional intake.

3.   Critically assess the implications of a patient’s systemic disease or conditions for optimal oral health.

4.   Plan appropriate dental interventions for patients with systemic diseases or conditions with oral manifestations based on dietary guidelines.

Chapter 18:  Nutritional Aspects of Dental Caries: Causes, Prevention and Treatment

The student will be able to:

1.   Explain the role each of the following play in the caries process: tooth, saliva, food, and plaque biofilm.

2.   Identify foods that stimulate salivary flow.

3.   Suggest food and beverage choices and their timing to reduce the cariogenicity of a patient’s diet.

4.   Describe the characteristics of foods having noncariogenic or cariostatic properties.

5.   Provide education to a patient at risk for dental caries.

Chapter 19:  Nutritional Aspects of Gingivitis and Periodontal Disease

The student will be able to:

1.   Describe the role nutrition plays in periodontal health and disease to a patient.

2.   List the effects of food consistency and composition in periodontal disease.

3.   Describe the nutritional factors associated with gingivitis and periodontitis.

4.   Discuss the components of nutritional education for a periodontal client.

5.   List major differences between full liquid, mechanical soft, bland, and regular diets.

Chapter 20:  Nutritional Aspects of Alterations in the Oral Cavity

The student will be able to:

1.   Describe the common signs and symptoms of xerostomia and glossitis

2.   Synthesize appropriate dietary and oral hygiene recommendations for a patient with orthodontics, xerostomia, root caries, dentin hypersensitivity, glossitis, temporomandibular disorder, or removable prosthetic appliances.

3.   Identify dietary guidelines appropriate for a patient undergoing oral surgery and a patient with a new denture, before and after insertion.

Chapter 21:  Nutritional Assessment and Counseling for Dental Hygiene Patients

The student will be able to:

1.   Discuss the importance of a thorough health, social, and dental history in relation to assessment of nutrition status.

2.   Describe the components needed to assess the nutritional status of a patient.

3.   Explain the types of diet histories and determine situations in which each is used effectively.

4.   Formulate a dietary treatment plan for a dental problem influenced by nutrition.

5.   Identify steps and considerations in implementing the dietary treatment plan.

6.   Assimilate the steps of a nutrition education session.

7.   Practice several communication skills the dental professional should employ when educating a patient.

7.   Integrate EXPLORE-GUIDE-CHOOSE techniques of motivational interviewing into a clinical setting.

 

dentalcare.com Assignments:

Below is a list of the dentalcare.com Continuing Education courses that have been assigned for this course.  The name of the course will serve as hyperlink to the course. You will need to register on the website to enable you to take the exam at the end of your reading and studying the course content.  As you complete the course, please print a copy of the certificate to be turned in for a grade record.  Also, please print a copy of the certificate to be placed into your personal file of records for documentation of Continuing Education. Please refer to the course calendar for dates that discussions will pertain to these courses. Students will be expected to participate in the class discussions on these topics.                                                                                                                                                      

Objectives for dentalcare.com Continuing Education Course Assignments:

 

Nutrition & Oral Health: Eating Well for a Healthy Mouth – Course 301

1. Classify carbohydrates, proteins, fats, and the role they play in the oral cavity.
2. Identify the function of vitamins, minerals, and antioxidants and symptoms of excesses or deficits.
3. Recognize specific nutrient requirements during the human lifecycle.
4. Name the food groups in the Food Guide Pyramids, compare and contrast.
5. Identify the Dietary Guidelines for Americans.
6. Recognize the relationship between nutritional deficiencies and oral disease.
7. Assess nutritional aspects of dental caries, its causes, and prevention.
8. Guide the patient to clarify and understand his or her own diet-dental relationship.
9. Apply basic nutritional concepts to help patients with nutritional problems.

Pica – Course 465

1. Define pica.
2. List three possible causes of pica.
3. Recognize intraoral signs of pica.
4. Describe how to educate patients on the dental health risks of pica.
5. Describe appropriate dental management techniques for patients with pica.
6. Describe appropriate medical and dental treatment options for patients with pica.
7. Identify additional resources for patients and dental professionals.

Healthy Mouth, Healthy Mom, Healthy Baby: Optimal Oral Health Care Before, During and After Pregnancy – Course 505

1. Understand the current scientific literature about the association between oral health and pregnancy outcomes and discuss the interactions between these two conditions with patients.
2. Recognize, assess, treat and prevent oral conditions associated with pregnancy.
3. Evaluate patients’ risk factors and oral home care practices during pregnancy based upon individualized patient needs.
4. Understand the risks and benefits regarding routine, elective, and emergent dental care during pregnancy.
5. Discuss with patients the risk factors associated with pregnancy gingivitis and the importance of a healthy mouth in overall maternal and fetal health during pregnancy.
6. Use effective behavioral management techniques to improve oral hygiene of patients before, during, and after pregnancy.
7. Discuss with interdisciplinary colleagues the importance of and effective methods for seeking dental care during pregnancy.

Students Rights and Responsibilities

Student Rights and Responsibilities

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In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

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 http://catalog.actx.edu/content.php?catoid=7&navoid=291#StudentConduct .

“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.”

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

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.

Grading Criteria

Grading Criteria

The final course grade will be computed as follows:

          

The final course grade will be computed as follows:

35%     Major Exams                                                                         

15%     Pretests and Quizzes

  5%     Online assignments (dentalcare.com courses)                                             

20%     Caries Control Counseling Project                            

25%     Comprehensive Final                         

The following grade scale applies throughout this course:

            A = 93 - 100

            B = 83 -92

            C = 75 - 82

            F = less than 75

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

Mandatory Skills Building/Tutoring
In an effort to increase student success in DHYG courses, and to assist students having difficulty understanding complex subject areas, any student who scores below a 75% on any exam (excluding the Final Exam) must complete a mandatory skills building assignment before taking the next exam. Before receiving a skills assignment, students must first schedule a time with the instructor. The assignment will be given at that time.  

Assignments and Examinations

The course grade will be based on the student’s performance on major examinations, quizzes, chapter outlines, caries control dietary analysis projects, and a comprehensive final examination. Any changes in the major examination schedule will be announced a minimum one week in advance.  The major examinations will be mostly objective in nature (true/false and multiple choice) with a few questions being subjective in nature (short answer, essay, and fill in the blank).  The final examination will be objective in nature and will test information for the entire course.

Students will be responsible for answering all assigned discussion questions for each chapter of the text books which will be utilized as a study guide for the major examinations. The answered questions/study guides must be turned in to the Course Director on the day of the of the major examination covering the completed questions. If a student fails to turn in a study guide, or turns in an incomplete study guide, 10 points will be deducted from the grade of that particular examination. Each study guide should be completed as an aid for the student to initially learn the course material and also to aid in the retention of the material as the final examination is comprehensive in nature.   

Students with questions regarding examination results may review examinations, under the supervision of the course faculty.  Students, who feel that a question was scored improperly, must submit the following to the course director, in writing: 

1. Student name
2. Exam number
3. The examination question and the reason for requesting an instructor review of the score.
4. The page and paragraph number, in the student’s course textbook or lecture notes, that verify that the student’s answer is correct.  

The request must be submitted to the course director within one week after the graded examination is returned to the student.

Students will not have access to review and study prior quizzes or major examinations in preparation for the final examination.  Students should not rely on memorization of specific test questions; instead, the student should have a general knowledge of the course objectives to be successful in learning the material in preparation for the comprehensive Final Exam in this course and for the Dental Hygiene National Board Examination.

Faculty Assistance

All students are considered mature enough to seek assistance from the course director and to monitor their own progress in meeting course requirements.  If you have any questions concerning assignments, content, etc., or if a problem arises that warrants instructor help, please do not hesitate to call or come by my office to schedule an appointment.  If I am unavailable, leave a note and I will contact you as soon as possible.  I prefer to work with a scheduled appointment so that I may devote the time and attention necessary to meet each student’s needs. 

Caries Control Counseling Project

The caries control counseling project will be based on the caries control counseling packet that will be completed in the clinical courses on patients.  The project will consist of:

A.    Assessing the patient’s need for caries control counseling and Planning the counseling session

B.    Implementing the plan by interviewing the patient and assisting the patient in completing the forms 

C.    Evaluating the patient’s responses and Analyzing the data to formulate a plan for changes in the patient’s diet to prevent the caries process

D.    Post counseling procedures to ensure that all forms are completed properly and the progress notes in the patient’s chart are accurately recorded and the forms are added to the chart properly 

Each student will be expected to select a patient that is at high risk of developing carious lesions or has active decay and will complete the above steps and the Caries Control Counseling project.  Once the counseling session is completed, a report will be written for this project and will summarize the responses from the questionnaire, the food diary, the analysis of the caries promoting foods and fermentable carbohydrate exposures, and the food group analysis.  The report will also contain the summaries and a detailed description of the suggestions of food substitutions and oral health habits that must be modified in order to attain good oral health.  The report must be written in a professional manner, typed, double spaced and placed in a folder with all of the forms that were completed during the counseling session.  A minimum of two pages will be required for the report and there is no maximum length.  The more detailed the report, the more accurately the patient’s case will be presented.

Make up Policy
A student will not be allowed to make-up quizzes, as a zero will be given for each missed quiz. 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 p.m.
3. The make up work may earn a maximum of 80% of the original point value.

Attendance

Attendance Policy

“Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class in accordance with the requirements of the course as established by the instructor.”  (Amarillo College Student’s Rights and Responsibilities Publication) 

Due to the tremendous amount of information contained in this course, the student who plans to succeed should also plan to attend all course sessions regularly and promptly.  Without question, the instructor expects each student to be present at each session.  Unfortunately, no one has ever developed a short cut which will replace hours of actual experience needed to master a new skill; therefore, students 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 the final grade.  Beginning with the 2^nd absence, 2 points will be deducted from the final grade; on the 3^rd absence, 3 points will be deducted; on the 4^th absence, 4 points will be deducted.  On the occurrence of the 5^th absence, the student will fail the course and be required to repeat the course.  Attendance will be taken at the beginning of each lecture and lab session.  Students not present when attendance is taken will be counted as absent. The student is expected to be present in class at the time class/lab is scheduled to begin. STUDENTS, WHO ARE LATE TO CLASS OR LAB OR WHO LEAVE CLASS OR LAB EARLY, WILL BE COUNTED AS ABSENT.  The student will receive 2 bonus points to the final grade of this course if the student has perfect attendance for the semester 

2 bonus points to the final grade of this course if the student has perfect attendance for the semester.    

Attendance Columns in the BlackBoard Gradebook are indicated as follows:

Calendar

Additional Information

The Amarillo College Catalog

The Amarillo College Academic Catalog can be viewed at:  http://catalog.actx.edu.