Preventive Dental Hygiene Care Syllabus for 2025-2026
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Instructor Information

Course Information

AI Statement

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Title IX and Sexual Misconduct Reporting

Amarillo College prohibits discrimination and harassment based on sex, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking, under Title IX and Texas Education Code §51.253–255. Faculty and staff are mandatory reporters and must share any related concerns with the Title IX Coordinator at titleix@actx.edu. Reports and additional information are available at https://www.actx.edu/hr/title-ixtitle-ix. Confidential counseling and advocacy services are available through the Counseling Center and Advocacy & Resource Center.

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Enrollment Center, Suite 700. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

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If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

DHYG-1227-001 Preventive Dental Hygiene Care

Prerequisites

Course Description

The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication and behavior modification.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(2 sem hrs; 1 lec, 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Students are required to have the most current edition of textbooks.

• Primary Preventive Dentistry, Norman O. Harris, Franklin Garcia-Godoy, and Christine Nielsen Nathe, 8th edition, 2024 Update. Pearson. 
• Foundations of Periodontics for the Dental Hygienist, 6th edition, Jill S. Gehrig, RDH, MA; Daniel E. Shin, DDS, MSD, Jones and Bartlett, Copyright 2024.
• Current Access to Elsevier Adaptive Quizzing.

Teaching Methods:

The course is taught in a lecture/lab format. Various teaching methods will be used to facilitate the goals and objectives of this course, including lectures, group discussions, and lab projects. The material will be posted on Blackboard Ultra. Lab assignments are included to support learning and will encompass continuing education courses, homework, presentations, and projects.

Supplies

Technical Skills and Requirements:

The use of the computer is an integral part of this course. Students are responsible for bringing a tablet or laptop to class. Please ensure the battery is charged and ready to go, as well as any required updates, to avoid computer issues in the classroom during testing. Install and ensure that the Respondus Lockdown Browser is functioning correctly. Utilize CTL resources for technical help by contacting the CTL Student Help Center at ctlstudenthelp@actx.edu or phone (806) 371-5992.  

Communication:

The course syllabus contains my email address and office phone number. The best way to contact me is through your student email in Blackboard. I check my emails on Monday through Friday, first thing in the morning, and throughout the day as time allows. I will respond to your email within 24 hours. The instructor will answer Emails sent over the weekend on the following Monday morning. Please remember to use computer netiquette when corresponding with faculty, staff, and peers.

Student Office Hours:

Office hours are held on Monday, 10:00 - 11:30, Wednesday, 1:00 - 2:30, or by appointment as needed. My office, located on the West Campus in Jones Hall, is in Room 123. If you leave a message on my office phone, I will return your call within 24 hours.

Other Supplies

1. Students are required to have regular, reliable access to a computer with a stable internet connection.
2. Library Card for AC and/or city library
3. Printer, print cartridges - students may be required to print some materials.
4. The student may need additional materials as required.

Student Performance

Course Meeting Day and Time

The course is taught in a lecture/lab format on Friday from 12:00 to 4:00 PM in Jones Hall classroom 111.

Changes to the Syllabus and the Course

The instructor reserves the right to make changes to the Syllabus and the course as deemed necessary. Any changes will be posted on the Blackboard Announcements page of the course, and students will be notified by email.

Course Description

The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication, and behavior modification.

End-of-Course Outcomes

By the end of the course, the student will be able to describe the role of the dental hygienist as a therapeutic oral health care provider; develop and implement a patient education plan for periodontal disease; and explain the concepts of disease management.

Competency-to-Evaluation Mapping Matrix

The AC Dental Hygiene Program has clearly defined graduation competencies that establish the expected knowledge, skills, and professional behaviors students must demonstrate upon program completion. These competencies guide curriculum development and form the basis for instruction and assessment throughout the program.

Each course in the curriculum contributes to the development of these competencies. Learning activities are structured to progressively build knowledge and skill toward entry-level dental hygiene practice. Evaluation methods vary across courses and may include written exams, laboratory or clinical skill assessments, case-based evaluations, reflective writing, and formal competency testing.

This course evaluates the following graduation competencies:

• Program Competency #1: Demonstrate systematic planning and management of patient treatment by applying the Dental Hygiene Process of Care.
  • Measurement Method:
    • Periodontal Plan Project
• Program Competency #2: Recognize medical and dental conditions requiring special precautions or considerations before dental hygiene treatment.
  • Measurement Method:
    • Interdisciplinary Communication Case Study
• Program Competency #3: Analyze and interpret assessment data to formulate a dental hygiene diagnosis.
  • Measurement Method:
    • Periodontal Plan Project
• Program Competency #5: Develop health promotion and disease prevention activities for diverse populations.
  • Measurement Method:
    • Cultural Diversity Project

Participation and Instructor Help

Learning activities in this course are designed to enhance the understanding of concepts. Students must come to class prepared and participate appropriately. All students are considered mature enough to ask questions and seek help and assistance from faculty and are encouraged to do so during class.

Chapter Objectives

Chapter 1:  Introduction to Primary Preventive Dentistry

After studying the chapter, the student will be able to:

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. Describe risk assessment in dental care delivery.

Chapter 2: Cultural Health Influences

After studying the chapter, the student will be able to:

1. Define culture and explain its relevance to the contemporary healthcare professions.

2. Describe the influences of culture on aspects of U.S. society that impact preventive healthcare for underserved populations.

3. Identify health beliefs among different cultural groups.

4. Describe how cultural beliefs influence preventive dental care.

5. Explain the relationship between cultural competence and health outcomes.

Chapter 17:  Tobacco Smoking and Periodontal Disease ( From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. Discuss the implications of smoking and the use of other tobacco products on periodontal health status.

2. Describe the different categories of tobacco/nicotine delivery systems and provide examples of each.

3. Discuss the implications of smoking on the host response to periodontal disease.

4. Discuss the implications of cannabis on the host response to periodontal disease.

5. Discuss the effects of smoking on periodontal treatment outcomes.

6. Discuss current theories as to why smokers have more periodontal disease than nonsmokers.

7. Explain why tobacco cessation counseling is a valuable part of patient care in the dental setting.

8. Value the importance of providing smoking cessation counseling as a routine part of periodontal treatment.

Chapter 3:  Dental Hygiene Science

After studying the chapter, the student will be able to:

1. Describe the dental hygiene process of care.

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

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

4. Describe the elements of the dental hygiene appointment.

5. Describe the use of the CDT in creating a dental hygiene care plan.

6. Define dental public health.

7. Describe community programs aimed at preventing diseases.

Chapter 4:  Dental Plaque Biofilm

After studying the chapter, the student will be able to:

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

2. Explain why dental plaque is not unique among naturally occurring microbial layers.

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

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

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

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

Chapter 27:  Supragingival and Subgingival Irrigation (From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. Discuss the oral health benefits of a power-driven irrigation device for the patient with periodontal disease.

2. Distinguish the depth of the delivery between the power-driven water irrigation device and a power-driven air floss device, a toothbrush, dental floss, and other dental aids.

3. Name the types of agents that can be used in a power-driven water irrigation device.

4. In a clinical setting, be able to educate a patient in the use of a power-driven water irrigation device.

5. Summarize research findings that relate to using professional irrigation to deliver chemicals to periodontal pockets.

Chapter 5: Carious Lesions

After studying the chapter, the student will be able to:

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

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

3. Describe the four zones of an incipient carious lesion.

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

5. List the bacteria most often implicated in the caries process, and indicate when each is present in the highest number during the caries process.

6. 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.

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

8. Describe why the profession takes so much time in treating secondary caries.

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

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

Chapter 8:  Dental Trauma

After studying the chapter, the student will be able to:

1. Define dental trauma.

2.   Describe the etiology of dental trauma.

3.   Describe the assessment of trauma.

4.   List and describe the categories of dental trauma.

Chapter 9:  Host Defense Mechanisms in the Oral Cavity 

After studying the chapter, the student will be able to:

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

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

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

4. Describe the cycle of enamel demineralization and remineralization, and assess its presence in patients.

5. Evaluate caries treatment plans to include a medical model of disease prevention and nonsurgical treatment.

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

7. Incorporate systemic assessments of host defense mechanisms into periodontal therapy.

8. Explain the significance of plaque pH.

9. Differentiate between cellular and humoral immunity.

10. Describe the role of granulocytes in host defense.

11. List the major salivary glands and functions of saliva.

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

13. Discuss the functions of immunoglobulins.

14. Explain concepts of host defense mechanisms in patient treatment plans.

Chapter 11:  Dentifrices, Mouthrinses, and Chewing Gums

After studying the chapter, the student will be able to:

1. Differentiate between a cosmetic and a therapeutic dentifrice, mouth rinses, and chewing gum.

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

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

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

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

6. Define the three types and amounts of fluoride compounds commonly used in dentifrices.

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

8. Explain the active ingredients in anti-plaque and anti-gingivitis mouth rinses sold over the counter and as a prescription item.

9. Describe the advantages and disadvantages of mouth rinses containing alcohol.

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

Chapter 12:  Self-Care Adjuncts

After studying the chapter, the student will be able to:

1. Describe the reasons that adjuncts to toothbrushing are needed to supplement oral health self-care.

2. Identify the factors in addition to oral conditions that influence the selection of self-care adjunctive devices and techniques.

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

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

Chapter 26:  Patient's Role in Nonsurgical Periodontal Therapy (From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. In a classroom or laboratory setting, explain how to select and demonstrate the use of the following to an instructor: manual toothbrush, power toothbrush, and various interdental aids.

2. Explain why interdental care is of utmost importance for any patient.

3. In a clinical setting, recommend, explain, and demonstrate appropriate interdental aids to a patient with Type III embrasure spaces. Assist the patient in selecting an appropriate interdental aid that they are willing to use daily.

4. Explain how the presence of exposed root concavities in a dentition would influence your selection of effective self-care aids.

5. State the rationale for tongue cleaning and, in the clinical setting, recommend and teach tongue cleaning to an appropriate patient.

Chapter 13:  Implant and Denture Self-Care

After studying the chapter, the student will be able to:

1. Identify risks for peri-implantitis and peri-implant mucositis.

2. Identify critical factors that result in implant failure.

3. Describe proper oral self-care for dental implants.

4. Describe the proper oral self-care for removable partial dentures, complete dentures, and overdentures.

5. Describe the risk of Candida infections for denture wearers.

6. Explain the various procedures and cleansers used to prevent and control oral Candida infections.

Chapter 14:  Community Water Fluoridation

After studying the chapter, the student will be able to:

1. Define community water fluoridation.

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

3. Explain the role of community water fluoridation and the impact of multiple sources of fluoride on the decline of dental caries.

4. Describe the effect of the discontinuation of water fluoridation in a community on caries prevalence.

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

6. Describe the economic aspects of water fluoridation.

7. State the optimal fluoride concentration for drinking water in the United States, in parts per million (ppm F), for maximum caries protection with minimal risk of fluorosis.

8. 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.

9. Describe the regulatory standards and policies for naturally occurring fluoride in drinking water.

10. State the daily Adequate Intake and Tolerable Upper Limit of fluoride for different age groups.

11. Summarize the current fluoridation status in other countries and describe alternatives to water fluoridation.

Chapter 15:  Topical Fluoride Therapy 

After studying the chapter, the student will be able to:

1. List the fluoride compounds that control caries and indicate their relative effectiveness.

2. Describe how topical fluorides work to prevent caries.

3. Identify the percentage of sodium fluoride, acidulated phosphate fluoride, and stannous fluoride available for office and home use.

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

5. Describe safety considerations with topical fluoride.

6. State the expected decrease in caries formation following the use of dentifrices and mouth rinses containing fluoride.

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

Chapter 19:  Health Education and Promotion Theories

After studying the chapter, the student will be able to:

1. Define patient autonomy.

2. Explain the elements of the significant health education theories.

3. Apply appropriate health education models to cases.

4. Identify principles of adult learning.

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

Chapter 23:  Encouraging Patient Behavior Change with Motivational Interviewing (From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. Recognize the role of ambivalence in patient behavior change and explain the goal of motivational interviewing concerning ambivalence.

2. Describe the primary difference between how hygienists often approach patient education and the motivational interviewing approach.

3. Identify the four key elements of motivational interviewing.

4. Give examples of specific motivational interviewing methods and how they are used to enhance patient motivation for change.

Chapter 21:  Athletic Mouthguards

After studying the chapter, the student will be able to:

1. Describe the preventive aspects of athletic mouthguards.

2. Describe the historical aspects of athletic mouthguards.

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

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

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

6. Describe the types of athletic mouthguards.

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

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

Dental Hygiene Lab Instructors for the Course:

1. Ashlie Lang

2. Lacie Briscoe

Lab Assignments 

a.  Cultural Competency Program for Oral Health Professionals CE

b.  Preventive Graphics and Presentations

c.  Developing a Preventive Periodontal Plan and Presentations to include Research Assignment Presentation in Periodontology

d.  Group Projects and Presentations

f.  Interdisciplinary Communication Case Study

g.  Cultural Diversity Assignment and Presentations

Students Rights and Responsibilities

Log in using the AC Connect Portal

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

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

 Your professionalism will be observed continuously while you are in the program.

Expected Student Behavior 

The Amarillo College Dental Hygiene Program requires all students to demonstrate professionalism in every aspect of their education consistently. These expectations apply throughout your time in the program and are detailed in the course syllabi and the Amarillo College Dental Hygiene Program Manual. Policies may be written or implied and are essential for preparing students for clinical and professional success. 

Professional Standards and Expectations 

As a dental hygiene student, you are expected to maintain professional conduct at all times. This includes how you present yourself, look, speak, and act with classmates, instructors, and staff. You're professionalism is continuously observed and evaluated throughout the program. 

Professional Appearance  

As a representative of the Amarillo College Dental Hygiene Program, your appearance must reflect professionalism at all times. This includes: 

• Wearing clean, well-fitting attire that complies with the program dress code 

• Maintaining personal hygiene and a polished, professional presentation 

Examples of prohibited items include, but are not limited to: 

• House shoes, slippers, or inappropriate footwear 

• Bare midriffs, low-cut tops, or revealing clothing 

• Torn, stained, or excessively casual clothing such as hoodies and pajamas  

• Excessive jewelry or accessories 

• Hair must be neat, well-groomed, and a natural human hair color (no bright or unnatural shades). 

Your appearance should promote confidence, safety, and respect. Failure to meet appearance standards may result in dismissal from class until corrected. 

Interactions and Communication 

• Communicate, respectfully, and professionally in all situations—whether with classmates, faculty, or staff. 

• Manage disagreements and conflicts calmly and maturely. 

• Use professional language in all verbal and written communication. 

Ethics and Responsibility 

• Take responsibility for your actions, clinical outcomes, academic performance, and professional growth. 

Academic and Program Conduct 

• Strive for excellence, going beyond the minimum requirements. 

• Support a positive, collaborative learning environment. 

• Maintain composure and professionalism under pressure, during conflicts, or when receiving constructive feedback. 

If you disagree with a grade: 

• Follow the official grievance procedure in the program manual and course syllabus. 

• Maintain professionalism throughout the appeals process, including in all related communications. 

Examples of Professional Behavior 

• Consistently following the program's appearance and hygiene standards. 

• Communicating respectfully and clearly with all individuals. 

• Accepting feedback and taking accountability for your performance and decisions. 

• Demonstrating resilience, professionalism, and maturity when facing challenges. 

• Appropriately addressing grade concerns or program issues by following the formal grievance process as outlined in the program manual and course syllabus. 

Unprofessional Behavior 

Behaviors that are considered unprofessional and may lead to disciplinary action, including documentation through the college's Student Behavior Alert form, include but are not limited to: 

• Repeated misconduct, such as chronic lateness, poor attitude, or failure to follow program rules. 

• Any behavior that jeopardizes the health or safety of others. 

• Failure to maintain appropriate hygiene or dress code 

• Disrespectful, unprofessional, or inappropriate communication in any form. 

• Violating ethical guidelines 

Statement of Confidentiality

Confidentiality is the duty owed by dental hygiene professionals, including students enrolled in Dental Hygiene accredited programs, to protect the privacy of ALL patient information. Dental Hygiene professionals must keep MEDICAL and PERSONAL information about patients in the strictest confidence at all times. Unless disclosure is mandated by patient consent, statute, a duty to inform third parties, or special circumstances, dental hygiene professionals have a clear duty to maintain the confidentiality of ALL patient information.

Breach of duty to hold such information in the strictest confidence may cause liability for the individual student, such as fines, imprisonment, and dismissal from the program. The American Dental Hygienists' Association has published the following statement, which all dental hygiene professionals (including students) must always follow: "The Code of Ethics."

"We respect the confidentiality of client information and relationships as a demonstration of the value we place on individual autonomy. We acknowledge our obligation to justify any violation of confidence."

Cell Phone Policy Classroom/Lab

Cell phones including smart watches are not allowed in the classroom or lab.  If a student is found with a cell phone they will be immediately dismissed and marked absent.  Students with children or those expecting urgent calls must provide the Office Supervisor's number ( 806-354-6050) to caregivers and have calls directed there.  If you have a personal situation that requires you to have your cell phone, you must see your instructor.

Mailboxes

Each student is assigned a mailbox located inside the student locker room. Students are required to check their mailboxes daily for various communications from the faculty.

Bulletin Board

First- and second-year dental hygiene students have designated areas on a shared bulletin board inside the student locker room where various announcements may be posted. 

Emergency Contacts

Phone numbers that family members may use to reach a student in case of an emergency are as follows:

Dental Clinic Office Supervisor:   (806) 354-6050

Amarillo College Police:   (806) 371-5163

Academic Grievance Procedure

A student who has a grievance concerning an academic course in which they are enrolled is directed to appeal in the following order to the: (1) Instructor (2) Department Chair/Program Director (3) Dean of Health Sciences/Division Committee (4) Assistant Vice President of Academic Affairs (5) Vice President of Academic Affairs and (6) College President in that order.

Grading Criteria

Required Course Assignments and Learning Activities

The course calendar indicates the due date and time for all assignments.  Late work is not accepted, and the students will receive a grade of zero for late or missed assignments.

Grading Criteria

The course will consist of homework, chapter tests, a midterm exam, lab assignments, projects, and a comprehensive final exam. 

The final course grade will be computed as follows:

Weekly Chapter  Tests 20%

Mid-Term Exam:   25%

Homework:   10%

Lab Assignments and Projects:   20%

Final Exam:  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.

To pass the course, a student must achieve a final grade of 75% and meet all course requirements.

Make-up Policy

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

• 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.
• The missed work must be made up within TWO Amarillo College school days, where the day ends at 4:00 p.m.
• The student's 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).

The Health Sciences Division follows established attendance requirements for all classroom, lab, and clinical experiences. Students should refer to their program handbook or course syllabus for specific attendance standards.

Attendance is defined as being present, alert, and engaged for the entire class or lab session. Students who fall asleep or fail to participate may be asked to leave and will be marked absent. This policy applies to both in-person and virtual formats.

Absences will be monitored and evaluated to determine a student's final course grade. A student with less than 90% attendance in class or lab may fail the course. Student absenteeism jeopardizes the completion of the course. Students must report any anticipated class/lab absence to the instructor. Students who are not present for roll call are counted absent. A student who leaves class or lab early is counted absent.

A student will receive ONE bonus point to the final grade for perfect attendance with a prior passing average of 75%

Classroom Remediation Policy 

To support student success and ensure mastery of course material, any student scoring below 75% on a test (excluding the final exam) must complete a remediation process.

Within seven (7) calendar days of receiving the grade, the student must schedule and attend a tutoring session with the program tutor. The course instructor will provide a targeted remediation assignment by email.

The remediation assignment must be completed and submitted to the instructor before the next scheduled test. Failure to complete any part of the remediation process, including timely tutoring and assignment submission, will result in a 10% deduction from the total possible points on the next test.

Repeated non-compliance within a semester will result in a meeting with the Program Director and may lead to further academic action. This policy is designed to provide timely support and promote ongoing success in the Dental Hygiene Program.

Calendar

Additional Information