General and Dental Nutrition Syllabus for 2021-2022
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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 Student Service Center office 112. 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:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

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-1207-001 General and Dental Nutrition

Prerequisites

Course Description

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

Student ResourcesStudent 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; 2 lec)

Class Type

On Campus Course

Syllabus Information

Textbooks

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

Nutrition for Dental Health, Rebecca Sroda, R.D.H., M.S. and Tonia Reinhard, M.S., R.D., FAND  Wolters Kluwer, 3rd edition.

Supplies

Technical Skills and Requirements

Students will need access to a laptop, computer, or tablet for quizzes, tests, and assignments.

Students are required to have regular, reliable access to a stable internet connection.

Students need to be proficient in sending and receiving emails with attachments, uploading documents, and participating in discussion boards.

Computers can break, servers can crash, and electric power can go out. It is your responsibility to identify solutions for unexpected catastrophes by thinking ahead about solutions to potential problems. Possible solutions for each of the above scenarios include using a friend or relative's computer and accessing a computer in one of the computer labs on campus. Students will be responsible for bringing their tablets or laptops to every class session. Please have the battery charged up and ready to go. Students will need to ensure that the Respondus Lockdown Browser has been installed on the computer.

Utilize CTL resources for technical help. CTL Student Help Center: (806) 371-5992 or ctlstudenthelp@actx.edu

Communication

The best way to contact me is through your student email in Blackboard. I will check my emails Monday-Friday first thing in the morning and throughout the day as time allows. I will respond to your email within 24 hours. I will answer emails sent over the weekend the following Monday morning. Please remember the use of netiquette when corresponding with faculty, staff, and peers.

Other Supplies

1. Library Card for AC or city library
2. Computer and Internet Access, Printer, Print Cartridges.  
3. Index Cards, Paper, Pens, Markers.
4. Additional Materials as Needed.

Student Performance

Course Meeting Day and Time

        Monday        1:00 pm - 3:00 pm

End-of-Course Outcomes

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

Chapter Objectives

Chapter 1: Eating 101

The student will be able to:

1. Discuss the evolution of modern food industry.
2. Create a patient flyer on choosing wisely when eating out.
3. Describe the difference between a food habit and food craving.
4. Explain the relationship between portion distortion and obesity.
5. Outline the journey of food as it makes its way through the body.
6. Conclude how our bodies receive needed nutrients for optimal functioning.

Chapter 2: Carbohydrates

The student will be able to:

1. Name both chemical and nutritive classifications of carbohydrates.
2. Discuss the molecular difference between a monosaccharide, disaccharide, and polysaccharide.
3. Explain the digestion of carbohydrates in the body.
4. Describe maintenance of blood glucose level and outline the steps involved in reducing excess blood glucose and releasing glucose when the level is low.
5. Differentiate between insoluble fiber and soluble fiber.
6. Explain what happens in the body when carbohydrates are restricted from the diet.
7. Give examples of foods that are rich in fiber and discuss their importance in the diet.
8. Counsel patients about the benefits of carbohydrates in the diet and guide them to choose those that are complex versus simple.

Chapter 3: Protein

The student will be able to:

1. Discuss the benefits of protein in the diet.
2. Describe the difference between structural and functional protein and list examples of each.
3. Identify essential, nonessential, and semi-essential amino acids from a list.
4. Explain the difference between dipeptide, tripeptide, and polypeptide bonds.
5. Outline the digestion of proteins.
6. Discuss disadvantages of both protein deficiency and excess and explain their effect on the body.
7. Define biologic value and give examples of foods with high value.
8. Discuss nitrogen balance and state situations when the body would be in positive or negative balance.
9. Differentiate between complete and incomplete protein, complementary and supplementary protein.
10. Compute your Recommended Daily Intake of protein.
11. Counsel patients on consuming the recommended amount of protein for their weight. 

Chapter 4: Lipids

The student will be able to:

1. Name the chemical components of lipids.
2. List the primary role of lipids in the diet and give examples of benefits to the body.
3. State the three major categories of lipids.
4. Differentiate between unsaturated fatty acid and saturated fatty acid (SFA) and choose which is healthier for the body.
5. Explain the nature of fats and oils that have single and double bonds.
6. Give examples of monounsaturated and polyunsaturated oils.
7. Identify two essential fatty acids (EFAs) and list foods in which they are found.
8. Explain the process of hydrogenation and its relationship to trans fats.
9. Explain the necessity for phospholipids.
10. Name three common sterols and their relationship to cardiovascular disease.
11. Outline the process of lipid digestion and explain the participation of chylomicrons in the digestive process.
12. State the dietary reference value (DRV) for lipids in the diet, differentiating levels for saturated and unsaturated fats.

Chapter 5: Vitamins

The student will be able to:

1. Identify factors that distinguish between fat-soluble and water-soluble vitamins and list vitamins in each category.
2. Discuss the differences between absorption and storage of water-soluble and fat-soluble vitamins.
3. Explain how individuals can have a vitamin toxicity or imbalance.
4. Discuss the advantages and disadvantages of supplementation with vitamins.
5. State the major functions of vitamins in the body.
6. Discuss the impact that food preparation and processing have on nutrients available for use by the body.
7. Using tablets and charts, identify source, recommended daily allowance (RDA), and excess and deficiency states of 13 vitamins.
8. Discuss the impact that medical conditions and medications can have on the absorption and effectiveness of vitamins.

Chapter 6: Minerals

The student will be able to:

1. List seven major minerals.
2. Define the difference between a major and trace mineral.
3. State five functions of minerals in the body.
4. Discuss the function of a sodium pump and name the minerals involved in the process.
5. Outline the cycle of minerals in the ecosystem.
6. Outline the digestive process of minerals.
7. Using a chart, identify mineral excess and deficiency as well as roles, recommended dietary allowance (RDA), and sources.

Chapter 7: Water

The student will be able to:

1. Give an example of how the body attains homeostasis.
2. List important ways that water benefits the body.
3. Explain how water acts as a solvent during metabolic processes.
4. Discuss why the female body contains less water that does the male body.
5. Explain how we meet our daily need for water and the importance of meeting that need.
6. State the recommended daily intake for water and list sources.
7. Differentiate between water intoxication and water imbalance.
8. List symptoms of water dehydration.
9. Discuss the difference between hard and soft water.
10. Explain which water is best for drinking – tap, bottled, spring, or distilled.

Chapter 8: Dietary and Herbal Supplements

The student will be able to:

1. Define dietary supplement and herbal supplement.
2. Explain what the Dietary Supplement Health and Education Act (DSHEA) means to consumers who use dietary supplements.
3. List all forms of herbal supplements.
4. Discuss the rationale for patients using herbal supplements.
5. Define CAM and why patients seek it.
6. Discuss the challenges that health care providers face when collecting health information history from patients.
7. Discuss FDA role in evaluation of herbal supplements.
8. Identify good sources of information about herbal supplements that patients can use.
9. Discuss the implications of herbal supplements and drug interactions.
10. Discuss the implications of interactions between herbal supplements.
11. Describe current trends in herbal supplementation and how lack of sufficient information can lead the public to conclusions that may not be accurate.
12. Practice counseling dental patients who use herbal supplements.

 Chapter 9: Diet and Dental Caries

The student will be able to:

1. Understand the relationship between food and dental caries.
2. Discuss the caries process and factors that increase caries risk.
3. Explain how host factors can either increase or decrease caries risk.
4. Give examples of sugar alcohols and synthetic sweeteners and explain the difference between the two.
5. Suggest changes to diet that will prevent dental caries.
6. Recognize oral symptoms of early childhood caries (ECC).
7. Discuss the benefits of having ample saliva and understand concerns of xerostomia.
8. Name the bacteria most responsible for metabolizing carbohydrates and identify various acids created in the process.
9. Identify groups most at risk for dental caries.
10. Counsel patients on making diet changes to prevent or mitigate damage to teeth.

Chapter 10: Nutrition and Periodontal Disease

The student will be able to:

1. Describe the proposed roles of micronutrients and macronutrients in periodontal disease.
2. Discuss the link between obesity and periodontal disease.
3. List some oral symptoms associated with ascorbic acid deficiency gingivitis.
4. Explain the role of dental health care providers in addressing nutrition in the management of periodontal disease.
5. Suggest health food choices for patients with periodontal disease.

Chapter 11: Choosing Foods for Health and Fitness

The student will be able to:

1. Explain why the typical American diet is called S.A.D.
2. Make health food choices to prevent disease.
3. Locate dietary guidelines for other cultures and eating styles.
4. Explain the U.S. Department of Agriculture’s (USDA) MyPlate graphic and discuss key points in using it as a resource for healthy eating.
5. Identify four types of vegetarians and their food eliminations.
6. Counsel patients on how to locate guidelines for making healthy food selections and using MyPlate.
7. Demonstrate four steps in keeping food safe.
8. Discuss common kitchen dangers.

  Chapter 12: Reading Labels

The student will be able to:

1. Outline the major points of the Nutrition Labeling and Education Act (NLEA).
2. List nutrients that must be included on a food label.
3. Explain the meaning of daily value (DV) on a food label.
4. Describe how food ingredients are listed.
5. Give examples of FDA-approved health claims.
6. State five common mistakes when reading a food label.
7. Identify the number of calories per gram for carbohydrates, protein, fat, and alcohol.
8. Calculate the percentage of major nutrients in a food product and the amount of calories in one serving size.

  Chapter 13: Nutrient Needs for Development and Maintenance of Oral Structures

The student will be able to:

1. Relate how a well-formed craniofacial complex can impact future oral health.
2. Explain the difference between pre-eruptive and post-eruptive nutrition.
3. Define critical period of development and explain the need for good maternal nutrition.
4. Give examples of oral manifestations caused by nutrient deficiencies during critical period of development.
5. List nutrients necessary for proper tooth calcification.
6. Identify the nutrient necessary for development of healthy epithelial tissue and salivary gland function.
7. List nutrients that assist with wound healing.
8. Discuss the role fluoride plays pre-eruptively and post-eruptively and explain the significance of ingestion of too much fluoride during the critical period of development.

Chapter 14: Dietary Considerations for the Life Cycle

The student will be able to:

1. Discuss the importance of balanced weight during pregnancy and the outcomes for either extreme: obesity or underweight.
2. Define neural tube defects and identify foods rich in folic acid.
3. List the reasons for failure of an infant to thrive and explain how it affects physical, mental, and social growth.
4. Explain the media’s influence on a child’s diet.
5. List healthy choices for after-school snacks.
6. Discuss the teenage culture and how it affects eating patterns.
7. Describe the differences in nutrient needs between males and females during the teenage years.
8. Identify oral needs of the young adult and older adult due to physiologic changes.
9. Discuss specific nutritional concerns of the older adult.
10. Discuss how healthy eating throughout the life cycles can stave off chronic disease.

Chapter 15: Eating Disorders

The student will be able to:

1. List the most commonly diagnosed eating disorders.
2. Differentiate between anorexia nervosa and bulimia nervosa.
3. Explain the psychology behind binge eating.
4. Advise individuals with eating disorders on good dental self-care practices.
5. Identify physical and oral signs of eating disorders.
6. Discuss the etiology of eating disorders.
7. Understand what constitutes the best dental treatment plan to repair oral destruction.
8. Use effective communication techniques when treating individuals with eating disorders.

  Chapter 16: Nutritional Counseling

The student will be able to:

1. Understand the limitations of dental nutritional counseling.
2. Identify a patient who would benefit from nutritional counseling.
3. Discuss ways to incorporate nutritional counseling into a dental appointment.
4. Explain where nutritional counseling fits into the treatment plan.
5. Identify assessment findings that would indicate the need for nutritional counseling.
6. Choose the best diet inventory for the patient’s situation.
7. Demonstrate non-direct counseling techniques to elicit the best compliance.
8. Offer well-thought-out suggestions to improve diet to keep the oral environment healthy.

Chapter 17: Nutritional Counseling for Special Population Groups

The student will be able to:

1. Identify special patient groups that may present for dental nutritional counseling.
2. Discuss the influence of medical, dental, and lifestyle circumstances on nutritional counseling.
3. Identify challenges in eating when xerostomia is present.
4. List foods to avoid for patients with orthodontic appliances.
5. Describe a diet that assists with healthy immunity.
6. Understand diet limitations of the homeless.
7. Identify oral concerns for HIV+ patients that impact eating.
8. Discuss interventions to make eating more palatable for patients receiving cancer therapy.                                                                                                                           

Students Rights and Responsibilities

Student 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 which apply to student conduct within the program. These policies may be implied or written. The course syllabi and the program manual are sources for specific student conduct policies for dental hygiene students at Amarillo College.

Professional Standards

All dental hygiene students are expected to demonstrate professionalism in behavior, manner, and judgement while in the dental hygiene program. The area of professionalism includes appearance, asepsis, patient management, peer, faculty and staff interaction, and documentation. Guidelines for professionalism and professional appearance are discussed in the Amarillo College Dental Hygiene Program Manual. Professionalism will be evaluated on a continual basis throughout the program.

Students will exhibit professional maturity and an acceptable level of clinical judgement as determined by faculty. Unprofessional behavior may be defined as a continual pattern of misconduct and/or an egregious act that endangers the health of patients, students, faculty, and/or College. Documentation may include reporting via the Amarillo College Student Behavior Alert form with the college.

Students must be competent in the application of the principles of ethical reasoning, ethical decision-making, and professional responsibility as they pertain to patient care. Dental hygienists should understand and practice ethical behavior consistent with the professional code of ethics throughout the educational experiences. Below are representative examples of professional standards which are not inclusive:

1. Students are concerned with excellence in learning rather than just meeting minimal criteria.

2. Students maintain composure, dealing with conflict in a constructive way.

3. Students exhibit an attitude of respect for classmates, faculty, and staff.

4. If a student has a conflict with a grade given by the instructor, the student must follow the outlined grievance procedure.

5. Faculty will not change a grade given to a student by another faculty member.

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 clearly have an obligation to 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 "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."

Mandatory Skills Building/Tutoring

To increase student success in the DHYG courses and assist students with difficulty understanding complex subject areas, any student who scores below a 75% on any exam (excluding the final exam) must complete a mandatory skills-building assignment before taking the next exam.

Cell Phone and Electronic Device Policy

Cell phones and other electronic devices may detract from the learning environment. For this reason, they should be silenced and put away out of view before entering the classroom. The personal use of cell phones in the classroom is not permitted. Cell phones may be checked at designated break times. Students who choose to violate the cell phone policy in class will receive a 0 in the grade book for the day.

Mailboxes

Each student is assigned a mailbox located inside the student locker room. Students are required to check his/her mailbox daily for various communication 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 he or she is enrolled is directed to appeal in the following order to the: (1) Instructor (2) Department Chair/Program Director (3) Assistant Dean of Health Sciences (4) Dean of Health Sciences (5) Assistant Vice President of Academic Affairs (6) Vice President of Academic Affairs and (7) President in that order.

Grading Criteria

The final course grade will be computed as follows:

50%        Chapter Tests                                   

10%        Quizzes, Homework, and Group Assignments

10%        Abstract Assignment

10%        Caries Control Counseling Project                                            

20%        Comprehensive Final Examination                                          

The following grade scale applies throughout this course:

            A = 93 - 100

            B = 83 - 92

            C = 75 - 82

            F = less than 75

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

Amarillo College Tutoring for Success Policy

The tutoring for success policy applies to any student whose grade or performance falls below a minimum of 75% on any assigned assessment. The student will be required to complete a mandatory remediation assigned by the course instructor. A student will receive a remediation ticket with the instructor keeping the duplicate copy. Remediation will not change the student's grade. The initial grade will stand. The purpose of remediation is to strengthen knowledge of the content area the student failed. 

Assignments and Examinations

Each student is expected to be prepared for each class session and read assignments, prepare class preparation assignments, have a broad understanding of the material prior to class, and be prepared to discuss topics covered in class. The classroom setting will include various teaching and learning methods to form a collaborative learning environment, including some group work, and students will be called on to share their understanding of class session topics.

Pre-class Assignments are to be completed by their assigned deadline. These Class Preparation Assignments will assist the student in understanding the subject of the class session and will allow the information to be processed at a deeper level of memory. 

The course will also consist of chapter tests, quizzes, a group project, a caries control dietary analysis project, an abstract assignment, and a comprehensive final examination.  Changes in the schedule of major examinations will be announced approximately one week in advance.  Quizzes may or may not be announced in advance.  Refer to the course calendar, class preparation assignments, and other uploaded materials to be covered in each class or lab period and the tentative examination dates.  Also, please note the provisions of the Makeup Policy in this syllabus for missed examinations. 

Chapter Tests and Quizzes will be objective (true/false and multiple-choice) with a few questions being subjective (short answer, essay, and fill in the blank).  The final examination will be entirely objective and will test information for the entire course.  After the class, as the whole has taken the chapter tests, we will review the test in class.

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

Caries Control Counseling Project

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

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

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

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

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

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

Abstract Assignment

Each student in this course will be required to write an abstract after attending the library training session. Abstract Assignment instructions, selected articles, and the grading rubric will be uploaded in the Content section of the course in Blackboard. 

What is an abstract?

An abstract is a self-contained, short, and powerful statement that describes a more extensive work. Components vary according to discipline. An abstract of scientific work may contain the scope, purpose, results, and contents of the work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains keywords found in the larger work, the abstract is an original document rather than an excerpted passage.

Why write an abstract?

You may write an abstract for various reasons. Abstracts allow readers who may be interested in a larger body of work such as evidence-based research papers and journal articles to quickly determine whether it is worth their time to read it and if it contains the information they may be seeking.

Faculty Assistance

All students are considered mature enough to seek assistance from the course director and to monitor their progress in meeting course requirements.  If you have any questions concerning assignments, content, etc., or if a problem arises that warrants instructor help, please do not hesitate to call or email me to schedule an appointment.  I prefer to work with a scheduled appointment to devote the time and attention necessary to meet each student's needs. 

Makeup Policy for Missed Work

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

1. It is the responsibility of the student to make arrangements with the instructor within 24 hours of returning from the absence to reschedule the examination.
2. The missed work must be made up within TWO Amarillo College school days, where the day ends at 4:00 p.m.
3. The student's make-up work may earn a maximum of 80% of the original point value.
4. Students may not make up missed homework assignments. The instructor will issue a grade of 0 for late or missed assignments. 

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). 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. The instructor will take roll for each class and note absences for each student. Students who are not present for roll call are counted absent. Students must report any anticipated class/lab absence to the instructor. 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 minimum average of 75%.

Calendar

Additional Information

The Amarillo College Catalog

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