Periodontology Syllabus for 2026-2027
Return to Syllabus List

Instructor Information

Course Information

AI Statement

Collusion is defined as “the unauthorized collaboration with another person or by any other means, including artificial intelligence (AI) and computer translators, in preparing work for fulfillment of course requirements.” Using AI like (ChatGPT or Google Gemini) to create a document is considered colluding. The use of Generative Artificial Intelligence on specific assignments is at the discretion of the instructor.

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.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

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 .

Statement on State-Authorized Courses at Amarillo College

For-credit academic and workforce education courses offered at Amarillo College are limited to the course options available in the statewide inventory for two-year public institutions. Courses in the state-authorized lower-division Academic Course Guide Manual and Workforce Education Course Manual have specific descriptions that prescribe course content and may include specific student learning outcomes. The Texas Higher Education Coordinating Board (THECB) maintains and regularly updates these manuals. Amarillo College faculty and leaders ensure that these courses are aligned with THECB guidelines and evaluated based on student performance outcomes. Students enrolled in these courses are expected to engage with and learn course content. According to the AC Board of Regents Policy Manual, "faculty members are entitled to academic freedom in the conduct of research and teaching and are tasked with the associated responsibilities" (DGC). Students are entitled to academic freedom in the classroom, as well, and faculty "must not attempt to force on students a personal viewpoint and must at all times allow diversity of opinion" (Amarillo College Academic Affairs Manual).

Course

DHYG-1211-001 Periodontology

Prerequisites

Course Description

Normal and diseased periodontium including the structural, functional and environmental factors. Emphasis on etiology, pathology, treatment modalities, and therapeutic and preventive periodontics.

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

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 and workbooks.

• Foundations of Periodontics for the Dental Hygienist, 6th edition,  Jill S. Gehrig, RDH, MA; Daniel E. Shin, DDS, MSD, Jones and Bartlett, Copyright  2024. 

This course is taught in a lecture/lab format and uses a variety of instructional methods to support student learning and achievement of the course goals and objectives. Instructional methods may include lectures, class discussions, collaborative learning activities, demonstrations, and case studies.

Course materials, announcements, assignments, and other instructional resources will be provided through Blackboard Ultra. Students are expected to regularly access Blackboard Ultra and complete assigned activities by the designated deadlines.

Laboratory assignments and learning activities reinforce course concepts and give students opportunities to apply their knowledge and skills. These activities may include continuing education courses, homework assignments, student presentations, laboratory projects, and other instructor-assigned learning activities. Students are expected to come prepared for each class and actively participate in both lecture and laboratory activities.

Supplies

Computer and Technology Requirements

Computer use is integral to this course. Students must bring a tablet or laptop to every class session. Please ensure your device is fully charged and ready to use before class.

Students must have the Respondus LockDown Browser installed and functioning on their computer by the first day of class. Students are responsible for ensuring that their device meets the necessary technical requirements and is ready for use during class activities and examinations.

For technical assistance, please utilize the Center for Teaching and Learning (CTL) Student Help Center:

CTL Student Help Center
Phone: 806-371-5992
Email: ctlstudenthelp@actx.edu

Please address any technical issues as soon as possible to avoid disruptions to your coursework.

Communication

The best way to contact me is through your student email in Blackboard. I will check my email Monday through Friday first thing in the morning and throughout the day as time allows.

I will respond to emails within 24 hours during the week. I will answer emails received over the weekend the following Monday morning.

When communicating with faculty, staff, and peers, please remember to practice professional netiquette. Use respectful, professional, and appropriate language in all electronic communications.

Other Supplies

Students are responsible for obtaining and maintaining access to the following supplies and resources as needed for the course:

1. Library Access: Access to the Amarillo College (AC) Library and/or a local public library.
2. Computer and Internet Access: Reliable access to a computer, the internet, and a printer. Students may be required to print course materials, assignments, or other documents.
3. Printing Supplies: Adequate printer ink or toner and paper as needed to complete course requirements.
4. Additional Materials: Other supplies or materials may be required as needed throughout the course. Students will be notified of any additional requirements in advance whenever possible.

Student Performance

Course Meeting Day and Time

        Tuesday        12:00 - 4:00  pm  in Jones Hall Room 111

Changes to the Syllabus and the Course

The instructor reserves the right to change the syllabus or course as needed to support the course goals and objectives. Students will be notified of any changes through the Blackboard Announcements page and, when appropriate, by email. Students are responsible for regularly checking Blackboard and their student email for updates and ensuring they are aware of any changes that may affect the course.

Participation, Instructor Help, and Tutoring

Learning activities in this course are designed to enhance your understanding of course concepts and provide opportunities to apply what you have learned. Students are expected to come prepared for each class session, actively participate in learning activities, and engage appropriately in class discussions and exercises.

As a college student, you are responsible for taking an active role in your learning. You are encouraged to ask questions, seek clarification, and request assistance from the instructor whenever you need additional support. Please do not hesitate to ask questions during class or communicate with the instructor when you need help understanding course material or completing assignments. Seeking assistance is an important part of the learning process and is encouraged throughout the course.

Tutoring and Academic Support

Students are encouraged to utilize the departmental tutor as an additional resource for academic support and reinforcement of course concepts. The instructor may require a student to participate in tutoring when additional academic support is needed, including when a student is struggling with course content, assignments, examinations, or overall course performance. When tutoring is assigned, attendance and participation are mandatory and count as part of the student's academic responsibilities. Students are expected to come prepared for tutoring sessions and actively participate in the recommended activities. The departmental tutor is available to help students strengthen their understanding of course material; however, tutoring does not replace attending class, preparing for class, completing assignments, or seeking assistance from the instructor.

End-of-Course Outcomes (Workforce Education Course Manual WECM)

After completing the course, the student can contrast normal and abnormal periodontium, analyze the etiology and pathology of periodontal diseases, differentiate treatment modalities for therapy and prevention; and interpret periodontal assessment data to develop a dental hygiene care plan.

Course Outcomes (CODA-Aligned)

In alignment with the standards of the Commission on Dental Accreditation, upon successful completion of this course, the student will demonstrate competency in the course periodontology for the dental hygienist through the following measurable outcomes:

1. Periodontal Structure & Health

1. Identify and label all components of the periodontium (gingiva, PDL, cementum, alveolar bone).
2. Differentiate between healthy and diseased periodontal tissues using clinical and radiographic criteria in case-based assessments.

Measurable Criteria:

• Condition: Given unlabeled diagrams, skull models, or clinical images
• Performance: Correctly identify gingiva, PDL, cementum, and alveolar bone
• Evaluation Method: Written exam

2. Etiology, Pathogenesis & Risk Assessment

1. Analyze etiologic and risk factors contributing to periodontal diseases and categorize them as modifiable or non-modifiable in written case scenarios.
2. Explain the pathogenesis of periodontal diseases, including host immune response and biofilm interactions, in written assessments.

Measurable Criteria:

• Condition: Given clinical photos, case scenarios, or radiographs
• Performance: Distinguish health, gingivitis, and periodontitis using clinical indicators
• Evaluation Method: Case-based exam

3. Disease Classification & Diagnosis

1. Classify periodontal and peri-implant diseases using the current AAP/EFP Classification of Periodontal and Peri-Implant Diseases and Conditions in case-based evaluations.
2. Differentiate gingivitis vs. periodontitis (including staging and grading) using clinical data.

Measurable Criteria:

• Condition: Given patient case scenarios
• Performance: Identify and categorize risk factors (modifiable/non-modifiable)
• Evaluation Method: Written case analysis, Risk assessment rubric

4. Periodontal Assessment Skills

1. Document a comprehensive periodontal assessment (probing depths, CAL, bleeding, mobility, furcation) on simulation case studies.
2. Calculate clinical attachment levels (CAL) correctly in varied scenarios.

Measurable Criteria:

• Condition: Written exam or short-answer assignment
• Performance: Describe biofilm-host response, inflammation, tissue destruction
• Evaluation Method: Case Study Assignment

5. Radiographic Interpretation

1. Interpret radiographic findings related to periodontal health and disease (horizontal/vertical bone loss, calculus, defects) on various case studies.

Measurable Criteria:

• Condition: Given radiographic images
• Performance: Identify bone loss patterns, calculus, and defects
• Evaluation Method: Case-based exam
• Tool: Radiographic interpretation rubric

6. Treatment Planning & Clinical Decision-Making

1. Develop evidence-based dental hygiene care plans for patients with periodontal conditions that include:

• Diagnosis
• Treatment phase sequencing
• Maintenance intervals

  2. Justify treatment decisions (including referrals and nonsurgical therapy) using current evidence in written formats

Measurable Criteria:

• Condition: Comprehensive patient case studies
• Performance: Include diagnosis, treatment phases, and maintenance
• Evaluation Method: Case study assignments
• Tool: Care plan rubric (accuracy, sequencing, rationale)

7. Therapeutic & Preventive Care

1. Compare and select appropriate nonsurgical periodontal therapies for patients based on their presentation in case scenarios.
2. Describe indications, contraindications, and outcomes of chemotherapeutic and surgical interventions.

Measurable Criteria:

• Condition: Case-based scenarios
• Performance: Choose correct interventions (SRP, OHI, adjuncts). Identify indications, contraindications, and outcomes
• Evaluation Method: Written exam

8. Patient Communication & Education

1. Provide patient-centered education on periodontal disease, risk factors, and self-care using clear, evidence-based language, as outlined in the communication rubric (OSCE or role-play).
2. Explain oral-systemic links (e.g., diabetes, cardiovascular disease) and motivate behavior change in simulated patient scenarios.

Measurable Criteria:

• Condition: OSCE or Simulated patient interactions
• Performance: Explain disease, demonstrate self-care, and use lay terminology. Connect periodontal disease with systemic conditions
• Evaluation Method: OSCE or simulated patient interactions

9. Professionalism, Ethics & Evidence-Based Care

1. Apply principles of evidence-based decision-making (PICO, literature evaluation) in assignments.
2. Demonstrate informed consent and shared decision-making principles in case-based or OSCE scenarios.

Measurable Criteria:

• Condition: PICO assignment or literature review
• Performance: Formulate a question, identify evidence, and apply findings
• Evaluation Method: Written assignment, Case study, Research article

10. Maintenance & Long-Term Care

1. Design individualized periodontal maintenance plans based on risk assessment and disease status.
2. Identify signs of disease recurrence and modify care plans accordingly in case-based evaluations.

Measurable Criteria:

• Condition: Case-based assignment
• Performance: Determine recall interval and interventions
• Evaluation Method: Written case scenario
• Tool: Maintenance planning and clinical decision rubric

  I'm the Badger Bot! Say "Hi" to start!

   

Chapter Objectives

Chapter 1, Periodontium: The Tooth-Supporting Structures

Goals of the Lesson:

Cognitive: Students will be able to identify the tissues of the periodontium and describe their functions.

Motor: Students will practice stippling detection using compressed air and practice using a periodontal probe to identify the free gingiva.

Affective: Students will recognize the importance of healthy periodontium tissue to the overall health of the teeth and jaw bone.

Learning Objectives

1-1          Identify the tissues of the periodontium on an unlabeled drawing depicting the periodontium in cross-section.

1-2          Describe each tissue's function in the periodontium, including the gingiva, periodontal ligament, cementum, and alveolar bone.

1-3          In a clinical setting or on a color photograph, identify the following anatomical areas of the gingiva in the oral cavity: free gingiva, gingival sulcus, interdental gingiva, and attached gingiva.

1-4          In a clinical setting or on a color photograph, identify the following boundaries of the gingiva: gingival margin, free gingival groove, and mucogingival junction.

1-5          In a clinical setting, identify the free gingiva on an anterior tooth by inserting a periodontal probe into the base of the sulcus.

1-6          In a clinical setting, compare and contrast the coral pink tissue of the attached gingiva with the darker, shiny tissue of the alveolar mucosa.

1-7          In the clinical setting, use compressed air to detect the presence or absence of stippling of the attached gingiva.

1-8          Identify the alveolar process (alveolar bone) on a human skull.

1-9          Describe the shape and contour of the alveolar crest of the bone in health.

1-10        Describe the nerve and blood supply to the periodontium.

1-11        Explain the role of the lymphatic system in the health of the periodontium.

Chapter 2, Microscopic Anatomy of the Periodontium

Goals of the Lesson

Cognitive: Students will be able to describe the major components that make up the microscopic anatomy of the periodontium.

Motor: Students will practice identifying the major components that make up the microscopic anatomy of the periodontium.

Affective: Students will develop an awareness of how knowledge of the major areas of the periodontium is essential to understanding the periodontium in health and disease.

Learning Objectives

2-1          Describe the histology of the tissues and the function that each serves in the human body.

2-2          List and define the layers that comprise the stratified squamous epithelium of the skin.

2-3          Define keratin and describe its function in the epithelium.

2-4          Describe the composition and function of the connective tissue.

2-5          Describe the epithelium–connective tissue interface found in most tissues of the body, such as the interface between the epithelium and connective tissues of the skin.

2-6          Define the term cell junction and describe its function in the epithelial tissues.

2-7          Compare and contrast the terms desmosome and hemidesmosome.

2-8          Identify the three anatomical areas of the gingival epithelium on an unlabeled drawing depicting the microscopic anatomy of the gingival epithelium.

2-9          Describe the location and function of the following regions of the gingival epithelium: oral epithelium, sulcular epithelium, and junctional epithelium.

2-10        State the level of keratinization present in each of the three anatomical areas of the gingival epithelium (keratinized, nonkeratinized, or para-keratinized).

2-11        State which of the anatomical areas of the gingival epithelium have an uneven, wavy epithelium–connective tissue interface in health and which have a smooth junction in health.

2-12        Identify the enamel, gingival connective tissue, junctional epithelium, internal basal lamina, external basal lamina, epithelial cells, desmosomes, and hemidesmosomes on an unlabeled drawing depicting the microscopic anatomy of the junctional epithelium and surrounding tissues.

2-13        Compare and contrast the function of the supragingival fiber bundles and the periodontal ligament in the periodontium.

2-14        Identify the fiber groups of the periodontal ligament on an unlabeled drawing.

2-15        Define the terms cementum and Sharpey’s fibers and describe their function in the periodontium.

2-16        State the three relationships that the cementum may have in relation to the enamel at the cementoenamel junction.

2-17        Define the term alveolar bone and describe its function in the periodontium.

Chapter 3, Overview of Diseases of the Periodontium

Goals of the Lesson

Cognitive: Students will learn how to distinguish among the various stages of periodontal disease.

Motor: Students will demonstrate how to use a periodontal probe to distinguish between gingivitis and periodontitis.

Affective: Students will understand the importance of distinguishing among the various stages of periodontal disease.

Learning Objectives

3-1          Define the term disease progression.

3-2          Define the term periodontal disease and contrast it with the term periodontitis.

3-3          Compare and contrast the (1) position of the junctional epithelium; (2) characteristics of the epithelial–connective tissue junction; and (3) position of the crest of the alveolar bone in health, gingivitis, and periodontitis.

3-4          Explain why there is a band of intact transseptal fibers even in the presence of severe bone loss.

3-5          Describe the progressive destruction of alveolar bone loss that occurs in periodontitis.

3-6          Describe the pathway of inflammation that occurs in horizontal bone loss and contrast it with the pathway of inflammation that occurs in vertical bone loss.

3-7          Compare and contrast the characteristics of gingival and periodontal pockets.

3-8          For patients in the clinical setting, identify visible clinical signs of health and periodontal disease for your clinic instructor.

3-9          For a patient with periodontal disease, measure the probing depth of the sulci or pockets on the facial aspect of one sextant of the mouth. Using the information gathered visually and with the periodontal probe, explain whether this patient’s disease is gingivitis or periodontitis.

3-10        Given a drawing of a periodontal pocket, determine whether the pocket illustrated is a suprabony or infrabony pocket.

3-11        Describe variables associated with periodontal disease that an epidemiologist might include in a research study.

3-12        Define prevalence and incidence as measurements of disease within a population.

3-13        Describe how clinical dental hygiene practice can be affected by epidemiologic research.

Chapter 4, Classification of Periodontal and Peri-Implant Diseases and Conditions

Goals of the Lesson

Cognitive: Students will be able to identify various classifications of periodontal disease.

Motor: Students will practice recognizing gingivitis versus periodontitis.

Affective: Students will recognize the value of the AAP/EFP Classification of Periodontal and Peri-Implant Diseases and Conditions.

Learning Objectives

4-1          Explain the rationale for a classification system for periodontal disease.

4-2          List the three major categories of periodontal diseases and conditions.

4-3          Explain why clinicians need to be familiar with terminology from the 1999 disease classification, such as chronic periodontitis and aggressive periodontitis.

4-4          Compare and contrast the 2017 and the 1999 Classification Systems.

4-5          List the four subcategories which fall under the Peri-Implant Diseases and Conditions category.

Chapter 5, Periodontal Health, Gingival Diseases and Conditions

Goals of the Lesson

Cognitive: Students will learn the characteristics of plaque-induced and non–plaque-induced gingival lesions.

Motor:  Students will practice describing the qualities of gingival inflammation in patients.

Affective:  Students will understand how systemic factors modify gingival diseases.

Learning Objectives

5-1          Define periodontal health and be able to describe the clinical features that are consistent with signs of periodontal health.

5-2          List the two major subdivisions of gingival disease as established by the American Academy of Periodontology and the European Federation of Periodontology.

5-3          Compare and contrast the etiologic factors associated with dental biofilm-induced gingivitis and non–biofilm-induced gingival diseases.

5-4          List the conditions that are classified under the non–plaque-induced gingival diseases category.

5-5          Describe the differences between an intact periodontium and a reduced periodontium.

5-6          Differentiate papillary gingivitis, marginal gingivitis, and diffuse gingivitis.

5-7          Describe the clinical signs that are characteristic of dental biofilm-induced gingivitis.

5-8          Describe how systemic factors can modify the host response to plaque biofilm and lead to gingival inflammation.

Chapter 6, Periodontitis

Goals of the Lesson

Cognitive: Students will learn the characteristics of the various types of periodontitis.

Motor: Students will practice identifying periodontal disease in a clinical setting.

Affective: Students will understand how to create an initial treatment plan for a patient with chronic periodontitis and how to set reasonable treatment goals.

Learning Objectives

6-1          Describe the clinical signs and symptoms that are pathognomonic (def: specifically characteristic or indicative of a disease) of periodontitis.

6-2          Define the term clinical attachment loss and explain its significance in staging and grading periodontitis.

6-3          In the clinical setting, be able to explain to your patient the warning signs of periodontal disease and why these signs should not be ignored.

6-4          Describe the radiographic hallmarks of periodontitis.

6-5          Explain how disease severity and complexity of management play a role in determining the staging of periodontitis.

6-6         Explain the differences in criteria of direct evidence of disease progression versus indirect evidence of disease progression and be able to describe the roles each plays in periodontitis grading.

6-7          Define the meaning of the descriptors recurrent and refractory as they pertain to periodontitis.

Chapter 7, Mucogingival Deformities and Conditions Around Teeth

Goals of the Lesson

Cognitive: Students will learn the characteristics of the various types of periodontitis.

Motor: Students will practice identifying periodontal disease in a clinical setting.

Affective: Students will understand how to create an initial treatment plan for a patient with necrotizing periodontal disease and how to set reasonable treatment goals.

Learning Objectives

7-1          Define the terms mucogingival, normal mucogingival condition, and mucogingival deformity and condition.

7-2          Explain the significance of periodontal biotype and be able to describe the distinguishing features of thin-scalloped biotype, thick-scalloped biotype, and thick-flat biotype.

7-3          Define the term gingival recession and explain what factors you need to take into consideration to determine if treatment is indicated.

7-4          Explain the Miller and Cairo classification systems used to classify gingival recession.

Chapter 9, Acute Periodontal Diseases

Goals of the Lesson

Cognitive: Students will learn the various periodontal diseases that can require emergency treatment.

Motor: Students will learn to recognize and treat patients with periodontal diseases that require emergency treatment.

Affective:  Students will understand the steps needed to address various periodontal emergencies.

Learning Objectives

9-1          Define the term acute periodontal disease and list the conditions that fall under this category.

9-2          Describe the general characteristics of each of the acute periodontal diseases discussed in this chapter.

9-3          Name and describe the three types of abscesses of the periodontium.

9-4          List the possible causes of abscesses of the periodontium.

9-5          Compare and contrast the periodontal and pulpal abscesses.

9-6          Outline the typical treatment steps for a gingival abscess, periodontal abscess, and pericoronal abscess.

9-7          Describe the possible outcomes of an untreated pericoronal abscess.

9-8          Describe the pathogenesis of an endodontic-periodontal lesion.

9-9          List the different categories of endodontic-periodontal lesions based on the signs and symptoms.

9-10        Describe the characteristics of necrotizing gingivitis, necrotizing periodontitis, and necrotizing stomatitis.

9-11        Outline the typical treatment steps for necrotizing gingivitis.

9-12        Compare and contrast the tissue destruction that occurs in necrotizing gingivitis and necrotizing periodontitis.

9-13        Describe the symptoms of primary herpetic gingivostomatitis.

9-14        List a step-by-step treatment plan to address a patient suffering from herpetic gingivostomatitis.

Chapter 10, Risk Factors for Periodontal Disease

Goals of the Lesson

Cognitive: Students will learn the contributing risk factors for periodontitis.

Motor: Students will practice describing the factors that may have contributed to your patient’s disease.

Affective: Students will understand how etiologic factors contribute to periodontitis.

Learning Objectives

10-1        Define risk factors and provide various examples of risk factors.

10-2        Define etiologic factors and distinguish etiologic factors from risk factors.

10-3       Define the term biological equilibrium and explain how certain factors can disrupt the balance between health and disease.

10-4        Explain the differences between modifiable and nonmodifiable risk factors.

10-5        Describe the significance of performing a thorough periodontal risk assessment for each patient in a clinical setting.

10-6        In a clinical setting—for a patient in your care with periodontitis—explain to your clinical instructor the factors that may have contributed to your patient’s disease.

Chapter 12, Basic Concepts of Immunity and Inflammation

Goals of the Lesson

Cognitive: Students will learn how to identify periodontal inflammation.

Motor: Students will demonstrate how to identify periodontal inflammation.

Affective: Students will understand the importance of identifying periodontal inflammation.

Learning Objectives

12-1        Describe the function of the immune system.

12-2        Compare and contrast innate immunity and adaptive immunity.

12-3        Describe the role of polymorphonuclear leukocytes, macrophages, B-lymphocytes, plasma cells, T-lymphocytes, and NK (natural killer)-lymphocytes in the immune system.

12-4        Compare and contrast a macrophage and a monocyte.

12-5        List the five classes of antibodies (immunoglobulins) and describe the functions of each antibody class.

12-6        Describe the three ways that antibodies participate in the host defense.

12-7        Describe the complement system and explain the role it plays in the immune response.

12-8        Describe the steps in the process of phagocytosis.

12-9        Give an example of a type of injury or infection that would result in inflammation in an individual’s arm. Describe and contrast the symptoms of inflammation that the individual would experience due to acute inflammation versus chronic inflammation.

12-10     Define inflammatory mediators and provide several examples of inflammatory mediators of importance in periodontitis.

Chapter 13, Host Immunoinflammatory Response to Dental Biofilm

Goals of the Lesson

Cognitive: Students will learn how to identify periodontal inflammation.

Motor: Students will demonstrate how to identify periodontal inflammation.

Affective: Students will understand the importance of identifying periodontal inflammation.

Learning Objectives

13-1        Define the term host response and describe its primary function.

13-2        Describe the role the host immunoinflammatory response plays in the pathogenesis of periodontal disease.

13-3        Define the term biochemical mediator and list three of these mediators.

13-4        Describe the role of cytokines in the pathogenesis of periodontitis.

13-5        Describe the role of prostaglandins in the pathogenesis of periodontitis.

13-6        Describe the effect of matrix metalloproteinases (MMPs) on periodontal tissues.

13-7        Explain the phases of the bone remodeling cycle.

13-8        Explain the significance of a balanced OPG-to-RANKL ratio.

13-9        Describe the link between periodontitis and RANKL-mediated bone resorption.

13-10     For each of the histologic stages of gingivitis and periodontitis listed below name one change in the host  immune response likely to be encountered:

• Bacterial accumulation phase
• Early gingivitis phase
• Established gingivitis phase
• Periodontitis phase

Chapter 16, Local Factors Contributing to Periodontal Disease

Goals of the Lesson

Cognitive: Students will learn local factors that can increase plaque retention, pathogenicity, and direct damage.

Motor: Students will practice identifying local contributing factors in a patient’s oral cavity.

Affective: Students will understand the importance of identifying and addressing local contributing factors in maintaining long-term periodontal health.

Learning Objectives

16-1        Describe local factors that contribute to the retention and accumulation of plaque biofilm.

16-2        Explain how a local contributing factor differs from a systemic contributing factor.

16-3        Identify and describe the location, composition, modes of attachment, mechanisms of mineralization, and pathologic potential of supra- and subgingival calculus deposits.

16-4        Discuss how local contributing factors can lead to direct damage to the periodontium.

16-5        Explain the role of trauma from occlusion as a possible contributing factor in periodontal disease.

Chapter 19, Clinical Periodontal Assessment

Goals of the Lesson

Cognitive: Students will learn the components and responsibilities associated with various types of periodontal examinations.

Motor: Students will practice calculating and documenting attachment levels in a clinical setting.

Affective: Students will appreciate the importance of various professional roles within a clinical assessment and understand the value of the mechanical and procedural components of a clinical examination.

Learning Objectives

19-1        List the components of a comprehensive periodontal assessment.

19-2        Describe how to evaluate each component of a comprehensive periodontal assessment.

19-3        Be able to calculate the width of the attached gingiva.

19-4        Be able to calculate clinical attachment level given several different clinical scenarios.

19-5        Compare and contrast a periodontal screening examination and a comprehensive periodontal assessment.

19-6      Given a clinical scenario, calculate and document the clinical attachment levels for a patient with periodontitis.

Chapter 20, Radiographic Analysis of the Periodontium

Goals of the Lesson

Cognitive: Students will learn to draw accurate and useful diagnostic conclusions through radiographic analysis.

Motor: Students will apply knowledge about radiographs to practical diagnostic use in a clinical setting.

Affective: Students will appreciate the value of radiographic assessment while also understanding its limitations.

Learning Objectives

20-1        Describe dental radiographic characteristics of the healthy periodontium.

20-2        Describe early dental radiographic evidence of periodontal disease.

20-3        Name some techniques that can be employed with periodontal patients to obtain high-quality dental radiographs.

20-4        Explain the basic principles of the vertical bitewing technique.

20-5        Describe the limitations of dental radiographs that all clinicians should keep in mind when viewing radiographs.

20-6        Explain the difference between vertical and horizontal alveolar bone loss as seen in dental radiographs.

20-7        Given a selection sample of dental radiographs, apply the information from this chapter when analyzing those radiographs.

Chapter 21, Clinical Decision-Making for Periodontal Care

Goals of the Lesson

Cognitive: Students will learn the fundamental diagnostic questions used in arriving at a periodontal diagnosis.

Motor: Students will practice the process of informing the patient and receiving informed consent for the treatment of periodontal disease.

Affective: Students will understand the legal importance of receiving informed consent from the patient before treatment.

Learning Objectives

21-1        List the three fundamental diagnostic questions used when assigning a periodontal diagnosis.

21-2        List the two fundamental diagnostic questions used when assigning a peri-implant diagnosis.

21-3        Explain how to arrive at appropriate answers to each of the fundamental diagnostic questions.

21-4        Explain the difference between the terms signs of a disease versus the symptoms of a disease.

21-5        List several overt and hidden signs of periodontal inflammation.

21-6        Define the term silent disease.

21-7        Describe what is meant by the term clinical attachment loss.

21-8        Describe the elements of a well-written diagnosis for periodontitis.

21-9        List the phases of treatment.

21-10       Explain why a patient’s diagnosis and treatment plan may require modifications at a later point in time.

Chapter 22, Shared Decision-Making for Periodontal Care

Goals of the Lesson

Cognitive: Students will learn the fundamental design of gaining informed consent for treatment.

Motor: Students will practice the process of informing the patient and receiving informed consent for the treatment of periodontal disease.

Affective: Students will understand the legal importance of receiving informed consent from the patient before treatment.

Learning Objectives

22-1        Define shared-decision making.

22-2        Explain key steps for engaging in shared decision-making.

22-3        Describe how patient decision aids facilitate shared decision-making.

22-4        Describe the importance of informed consent to successful periodontal care.

22-5        List guidelines for obtaining informed consent.

22-6        Describe two formats for documenting informed consent.

Chapter 24, Best Practices for Periodontal Care

Goals of the Lesson

Cognitive: Students will understand the elements and strategies of evidence-based decision-making.

Motor: Students will gain practice in evaluating clinical evidence.

Affective: Students will appreciate the importance of the ethical application of evidence-based dental care.

Learning Objectives

24-1        Summarize how the explosion of knowledge is impacting practitioners and patients.

24-2        Identify the three components of evidence-based decision-making.

24-3        Discuss the benefits and limitations of experience.

24-4        Describe the role of the patient in the evidence-based model.

24-5        List locations for accessing systematic reviews.

24-6        Explain the difference between a peer-reviewed journal and a trade magazine.

24-7        State three desired outcomes from attending continuing education courses.

24-8        Formulate a question using the PICO process.

Chapter 25, Nonsurgical Periodontal Therapy

Goals of the Lesson

Cognitive: Students will learn the indications and procedures for nonsurgical periodontal therapy.

Motor: Students will be introduced to periodontal instrumentation techniques.

Affective: Students will understand the importance of patient communication in planning nonsurgical periodontal therapy.

Learning Objectives

25-1        Define the term and list four goals of nonsurgical periodontal therapy.

25-2        Explain the role of interdisciplinary collaborative care in nonsurgical periodontal therapy.

25-3        Write a typical treatment plan for nonsurgical therapy for (1) a patient with dental biofilm-induced gingivitis and (2) a patient with generalized stage I, grade A periodontitis.

25-4        Describe the type of healing to be expected following instrumentation of root surfaces.

25-5        Explain strategies for managing dentinal hypersensitivity.

25-6        Explain why reevaluation is an important step during nonsurgical therapy.

25-7        List steps a clinician should perform at the periodontal reevaluation appointment.

25-8        Discuss the rationale and indications for referring a patient to a periodontist.

Chapter 30, Periodontal Surgical Concepts for the Dental Hygienist

Goals of the Lesson

Cognitive: Students will learn the goals, terminology, and treatment considerations relevant to periodontal surgery.

Motor: Students will practice giving postsurgical instructions to a patient.

Affective: Students will be sensitive to patient needs and concerns following periodontal surgery and effectively communicate necessary information for self-care.

Learning Objectives

30-1        List objectives for periodontal surgery.

30-2        Be able to distinguish the terms relative contraindications and absolute contraindications for periodontal surgery.

30-3        Define the terms repair, reattachment, new attachment, and regeneration.

30-4        Explain the difference between healing by primary intention and healing by secondary intention.

30-5        Explain the rationale, indications, and advantages of elevating a periodontal flap.

30-6        Explain two methods for classifying periodontal flaps.

30-7        Describe two types of incisions used during periodontal flaps.

30-8        Describe healing following flap for access and open flap debridement.

30-9        Describe the typical outcomes for apically positioned flaps with osseous surgery.

30-10     Define the terms ostectomy and osteoplasty.

30-11      Define the terms osteogenesis, osteoinductive, and osteoconductive.

30-12     Explain the terms autograft, allograft, xenograft, and alloplast.

30-13     Name two types of materials available for bone replacement grafts.

30-14     Explain why a barrier material is used during guided tissue regeneration.

30-15     Explain the term periodontal plastic surgery.

30-16     List two types of crown lengthening surgeries.

30-17     List some disadvantages of gingivectomy.

30-18     Explain what is meant by biological enhancement of periodontal surgical outcomes.

30-19     Name two broad categories of materials used for suturing periodontal wounds.

30-20     Describe what an interrupted interdental suture is.

30-21     List general guidelines for suture removal.

30-22     Describe the technique for periodontal dressing placement.

30-23     List general guidelines for periodontal dressing management.

30-24     Explain the important topics that should be covered in postsurgical instructions.

30-25     List steps in a typical postsurgical visit.

Chapter 31, Maintenance for the Periodontal Patient

Goals of the Lesson

Cognitive: Students will learn the components and methods relevant to periodontal maintenance.

Motor: Students will apply the knowledge acquired in this module to the development of periodontal maintenance strategies in a clinical setting.

Affective: Students will understand the importance of patient compliance and learn strategies to promote its improvement.

Learning Objectives

31-1        List three objectives of periodontal maintenance.

31-2        Describe how periodontal maintenance relates to other phases of periodontal treatment.

31-3        List the typical steps performed during an appointment for periodontal maintenance.

31-4        Explain the term baseline data.

31-5        Describe guidelines for determining whether the general practice office or the periodontal office should provide periodontal maintenance.

31-6        Describe how to establish an appropriate interval between maintenance appointments.

31-7        Define the term periodontal disease recurrence.

31-8        List clinical signs of periodontal disease recurrence.

31-9        List reasons for periodontal disease recurrence.

31-10     Define the term compliance.

31-11     Explain the role compliance plays in maintaining periodontal health and stability.

31-12     List reasons for noncompliance with periodontal maintenance recommendations.

31-13     Explain some strategies that can be used to improve patient compliance.

31-14     Define the term root caries and list recommendations for the use of fluorides in the prevention of root caries.

31-15     Describe the various types of assessment tools an oral health care practitioner can use to evaluate a patient’s risk of developing caries.

Chapter 34, Comprehensive Patient Cases

Goals of the Lesson

Cognitive: Students will apply the content from the chapters in this book to answer decision-making questions for hypothetical case scenarios.

Motor: Students will demonstrate how to use good communication skills and behavioral strategies when treating patients.

Affective: Students will understand the importance of decision-making questions for patient management.

Learning Objectives

34-1        Apply the content from the chapters in this book to answer the decision-making questions for the hypothetical case scenarios presented in this chapter.

Chapter 38.  Patient Cases:  Radiographic Analysis

Goals of the Lesson

Cognitive: Students will apply the concepts they have learned to complete a radiographic analysis.

Motor: Students will demonstrate how to complete a radiographic analysis.

Affective: Students will understand the importance of completing a radiographic analysis.

Learning Objective

38-1        Apply concepts from the chapters in this book to complete a radiographic analysis for hypothetical case scenarios.

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

Professionalism and Student Conduct

Program Handbook and Student Responsibilities

The Amarillo College Dental Hygiene Program Handbook contains the complete policies, procedures, standards, and expectations for students enrolled in the Dental Hygiene Program. The handbook provides detailed information regarding professional conduct, appearance, attendance, academic and clinical expectations, communication, ethical responsibilities, disciplinary procedures, grievance procedures, and other program requirements.

Because the Amarillo College Dental Hygiene Program Handbook explains these policies in detail, each course syllabus does not repeat them in full. Students are responsible for reading, understanding, and following all policies and procedures outlined in the current Program Handbook, as well as the policies specific to this course.

The policies and expectations outlined in the Program Handbook are part of this course's requirements, even when they are not specifically repeated in the syllabus. Students are expected to consult the Program Handbook whenever they have questions regarding program policies, procedures, or professional expectations.

Students should refer to the current Amarillo College Dental Hygiene Program Handbook for complete information regarding program policies and expectations. If a question or concern arises regarding a program policy, students should consult the handbook and seek clarification from the appropriate faculty member or program administrator.

Failure to read or review the Program Handbook does not relieve a student of the responsibility to know and follow the policies contained within it. 

Your professionalism will be observed, assessed, and evaluated continuously throughout the program.

Expected Student Behavior

The Amarillo College Dental Hygiene Program requires students to demonstrate professionalism consistently in all aspects of their education. Professional behavior is expected in the classroom, laboratory, clinic, and in all interactions with faculty, staff, classmates, patients, and other members of the college community.

These expectations prepare students for the responsibilities, standards, and professional behaviors expected of a dental hygienist.

Professional Appearance

As a representative of the Amarillo College Dental Hygiene Program, your appearance must reflect professionalism, cleanliness, and readiness for the educational and clinical environment.

Students are expected to:

• Wear clean, well-fitting attire that complies with the program dress code.
• Maintain appropriate personal hygiene and a clean, polished, professional appearance.
• Keep hair neat and well-groomed and comply with program requirements regarding hair color.
• Wear appropriate footwear and accessories consistent with program and clinical requirements.

Examples of inappropriate or prohibited attire and accessories 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.
• Pajamas, hoodies, or other clothing that does not meet program dress requirements.
• Excessive jewelry or accessories.
• Bright or unnatural hair colors.

Your appearance should promote confidence, safety, respect, and professionalism. Failure to meet appearance standards may result in removal from class, laboratory, or clinic until the concern is corrected and may result in additional consequences as outlined in the Program Handbook.

Interactions and Communication

Professional communication is expected in all interactions with classmates, faculty, staff, patients, and other members of the college community.

Students are expected to:

• Communicate clearly, respectfully, and professionally in verbal and written interactions.
• Use appropriate professional language in academic, clinical, electronic, and other program-related communications.
• Treat classmates, faculty, staff, patients, and others with courtesy and respect.
• Manage disagreements and conflicts calmly, respectfully, and maturely.
• Accept and consider constructive feedback without becoming argumentative or disrespectful.
• Maintain appropriate professional boundaries in all interactions.

Ethics and Responsibility

Students are expected to take responsibility for their actions, decisions, and performance throughout the program. This includes:

• Accepting responsibility for academic performance, clinical performance, patient care, and professional development.
• Demonstrating honesty, integrity, accountability, and ethical behavior.
• Following all college, program, course, laboratory, and clinical policies and procedures.
• Recognizing mistakes and taking appropriate steps to correct them.
• Seeking assistance when clarification, guidance, or additional support is needed.

Academic and Program Conduct

Students are expected to contribute to a positive, respectful, and professional learning environment. Students should:

• Strive for excellence and work toward meeting or exceeding program expectations.
• Arrive prepared for class, laboratory, and clinical experiences.
• Participate appropriately in learning activities.
• Support a positive and collaborative learning environment.
• Demonstrate maturity and professionalism under pressure or in challenging situations.
• Accept constructive criticism and use feedback as an opportunity for professional growth.
• Maintain composure and professionalism during disagreements, conflicts, and stressful situations.

Concerns Regarding Grades or Program Decisions

Students who disagree with a grade, evaluation, or other academic decision are expected to follow the official grievance or appeal process outlined in the course syllabus and the Amarillo College Dental Hygiene Program Handbook.

Students must maintain professionalism throughout the process. This includes communicating respectfully, following established procedures, and addressing concerns through the appropriate channels.

Professionalism extends beyond clinical performance and patient interactions. You demonstrate it through your daily actions, communication, appearance, attitude, accountability, and interactions with others throughout your education.

Statement of Confidentiality

Confidentiality is an essential ethical and professional responsibility of every dental hygienist and dental hygiene student. Students are entrusted with sensitive patient information, including medical history, dental history, personal information, treatment records, photographs, radiographs, and other information obtained during the delivery of patient care. This information must be protected and handled in accordance with applicable laws, institutional policies, program policies, and professional ethical standards.

Dental hygiene students are expected to maintain the confidentiality and privacy of all patient information at all times. Patient information may only be accessed, discussed, documented, or disclosed for legitimate educational, clinical, treatment, or legal purposes and only with individuals who are authorized to receive that information. Patient information must never be shared in a manner that could identify a patient or compromise the patient's privacy.

The American Dental Hygienists' Association (ADHA) Code of Ethics for Dental Hygienists identifies confidentiality as one of the profession's core values. The ADHA states that dental hygienists respect the confidentiality of client information and relationships as a demonstration of the value placed on individual autonomy and acknowledge an obligation to justify any violation of confidence.

Therefore, dental hygiene students are expected to:

• Protect the confidentiality and privacy of all patient information.
• Access patient records only when authorized and when necessary for patient care or legitimate educational purposes.
• Discuss patient information only with individuals who are directly involved in the patient's care or authorized educational activities.
• Avoid discussing patients in public areas or other locations where conversations may be overheard.
• Never photograph, record, copy, post, or share patient information or images without appropriate authorization.
• Never post patient information, photographs, clinical experiences, or other identifying information on social media or other public platforms.
• Follow all applicable federal and state privacy requirements, college policies, Dental Hygiene Program policies, and clinical site requirements.
• Immediately report any actual or suspected breach of patient confidentiality to the appropriate faculty member or program administrator.

A breach of patient confidentiality is a serious violation of professional and program expectations and may result in disciplinary action in accordance with applicable college and Dental Hygiene Program policies. Students are responsible for understanding and consistently demonstrating the ethical and professional behaviors expected of members of the dental hygiene profession.

Professional Ethics Reference:
American Dental Hygienists' Association. Code of Ethics for Dental Hygienists. The ADHA Code of Ethics identifies confidentiality as a core value and emphasizes the dental hygienist's responsibility to respect the confidentiality of client information and relationships.

Cell Phone Policy – Classroom/Lab

To promote a focused, professional, and distraction-free learning environment, cell phones, smart watches, and other personal electronic communication devices are not permitted in the classroom or laboratory.

Students are expected to turn off these devices and store them out of sight before entering the classroom or laboratory. Students may not use, access, or keep cell phones and smart watches on their person during class or laboratory activities unless the instructor specifically authorizes it.

If a student is found with or using a cell phone or smart watch during class or laboratory, the student will be immediately dismissed from the class or laboratory session and marked absent for that session. Students are responsible for understanding that leaving class or lab for violating this policy does not excuse missed instruction, assignments, or laboratory activities.

Class Time and Scheduled Breaks

Class will begin promptly at 12:00 noon and will end at 4:00 p.m. Students are expected to be present, prepared, and ready to participate at the beginning of class. Arriving late or leaving early may result in missed instruction, is considered unprofessional behavior, and will result in an absence. 

To minimize interruptions and maintain an effective learning environment, the instructor will designate scheduled class breaks, and the entire class will take the break at the same time. Students should use these designated breaks to attend to personal needs, check messages, use the restroom, or address other necessary matters.

Students should not routinely leave and re-enter the classroom or laboratory during instruction unless there is an emergency or the student has received permission from the instructor. Frequent coming and going disrupts the instructor and other students and can result in missed instruction and important course information. Students are expected to plan accordingly and return promptly when the designated break has ended.

Students with children, or who may need to be reached for an urgent family situation, should provide caregivers with the Office Supervisor's telephone number: 806-354-6050. Emergency or urgent calls can then be directed to the appropriate office personnel.

If a student has a personal or extenuating circumstance that requires access to a cell phone during class or laboratory, the student must speak with the instructor before the class or laboratory session begins and receive permission. The instructor will determine approval on a case-by-case basis.

Students are expected to demonstrate professional behavior by following this policy consistently and respecting their classmates' learning environment.

Mailboxes

Each student is assigned a mailbox located inside the student locker room. Students are responsible for checking their mailbox daily for communications, announcements, and other information from faculty.

Bulletin Board

First and second-year dental hygiene students have designated areas on a shared bulletin board located inside the student locker room. Faculty may use the bulletin board to post announcements, reminders, schedules, and other important program information. Students are responsible for reviewing their designated area regularly.

Academic Grievance Procedure

If you have a concern or grievance related to an academic course in which you are enrolled, you should first attempt to resolve the concern at the lowest appropriate level.

Students must follow the chain of appeal in the order listed below:

1. Instructor – Discuss the concern with the course instructor and attempt to resolve the issue.
2. Department Chair – If the concern is not resolved with the instructor, the student may appeal to the Department Chair.
3. Dean – If the concern remains unresolved, the student may appeal to the Dean.
4. Vice President of Academic Affairs – If the concern is still unresolved, the student may appeal to the Vice President of Academic Affairs.
5. College President – The College President is the final level of appeal.

Important: Students must follow the appeal process in this order. A student should not skip a level in the grievance process.

Students are encouraged to address academic concerns promptly and professionally and to provide appropriate documentation when submitting an appeal.

Grading Criteria

Grading Criteria

Your final course grade will be calculated using the following grading weights:

Your final course grade is based on your overall performance in all course assessments. No single assignment or examination determines your final course grade.

Grade Scale

The following grading scale applies to this course:

• A = 93–100%
• B = 83–92%
• C = 75–82%
• F = Below 75%

A grade of D is not awarded in this course.

Course Passing Requirement

To successfully pass the course, you must:

1. Earn a final course grade of at least 75%; and
2. Complete and meet all required course assignments, examinations, and other course requirements.

A final course grade below 75% does not meet the minimum passing requirement for the course.

Missed Examinations

Students are expected to attend and be prepared for all scheduled examinations. If a student misses an examination, they must complete it during the following class period. A 10-point deduction will be applied to the examination grade for a missed examination.

The instructor will administer make-up examinations at a time determined by the instructor based on the instructor's availability. Students should be prepared to complete the make-up examination at the time the instructor designates.

Students are responsible for communicating with the instructor regarding a missed examination.   Missing an examination does not extend the deadline for other assignments or examinations.

Attendance

Attendance Policy

Regular attendance is essential to successfully complete this course. As stated in the Amarillo College Student Rights and Responsibilities Publication, “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.”

The Health Sciences Division follows established attendance requirements for all classroom, laboratory, and clinical experiences. Students are responsible for reviewing and following the attendance requirements outlined in the Dental Hygiene Program Handbook and this course syllabus.

What Counts as Attendance?

Attendance means being present, alert, and actively engaged for the entire scheduled class or laboratory session. This expectation applies to both in-person and virtual class meetings.

• Students must be present when attendance is taken. If you are not present for roll call, you will be marked absent.
• Students are expected to remain in class or lab for the entire scheduled session. Leaving early will result in an absence.
• Sleeping or failing to participate appropriately during class or lab does not meet the attendance requirement. A student who is sleeping or not participating may be asked to leave and will be marked absent for the session.
• Students are responsible for notifying the instructor of any anticipated absence from class or lab as soon as possible.
• Attendance will be monitored throughout the semester.

Attendance Requirement

Students are expected to maintain at least 90% attendance in both classroom and laboratory sessions. A student whose attendance falls below 90% may fail the course, regardless of the student's academic performance on assignments or examinations.

Excessive absenteeism can interfere with a student's ability to meet course objectives, complete required learning activities, and successfully progress in the Dental Hygiene Program. Attendance is therefore an important component of your responsibility as a professional student.

Perfect Attendance Bonus

A student who maintains perfect attendance for the course may receive one (1) bonus point added to the final course grade, provided the student has a minimum overall course average of 75% before the bonus point is applied.

The perfect attendance bonus recognizes students who demonstrate consistent attendance and commitment to their education. The bonus point cannot be used to raise a failing course average to a passing grade.

Classroom Remediation Policy

To support student success and ensure mastery of course material, any student who scores below 75% on a test, excluding the final examination, must complete the remediation process outlined below.

1. Schedule Tutoring: Within seven (7) calendar days of receiving the test grade, the student must schedule and attend a tutoring session with the departmental/program tutor.
2. Complete Remediation Assignment: The course instructor will provide a targeted remediation assignment based on the material missed on the test. The instructor will email the assignment to the student.
3. Submit Before the Next Test: The completed remediation assignment must be submitted to the instructor before the next scheduled test.
4. Failure to Complete Remediation: Failure to complete any part of the remediation process, including scheduling and attending tutoring within the required seven-day period or submitting the remediation assignment by the deadline, will result in a 10% deduction from the total possible points on the next test.
5. Repeated Non-Compliance: Repeated failure to complete required remediation during the semester will result in a meeting with the Program Director and may lead to further academic action.

The purpose of this policy is to provide timely academic support, reinforce areas of difficulty, and promote mastery of course material and continued success in the Dental Hygiene Program.

Calendar

Additional Information

Course Lab Instructors:

1.  Dr. Plunk, DDS

2.  Haley Epperson, RDH