Course Syllabus Community Dental Health DHYG 1215 Fall ; 40259

Transcription

1 Semester with Course Reference Number (CRN) Instructor contact information (phone number and address) Office Location and Hours Course Syllabus Community Dental Health DHYG 1215 Fall ; Khairunisa Hashmani, RDH, MA th floor Dental Hygiene department By appointment Rm 577 Wednesdays 9:00-11:00 am Lecture Wednesdays 11:00-12:00 Lab 1 Course Semester Credit Hours (SCH) (lecture, lab) If applicable Credit Hours: 2 Lecture Hours: 2 Laboratory Hours: 1 Total Course Contact Hours Course Length (number of weeks) Type of Instruction Course Description: weeks Lecture/Lab The principles and concepts of community public health and dental health education emphasizing community assessment, educational planning, implementation, and evaluation including methods and materials used in teaching dental health education in various community settings. Apply statistical and epidemiological principles to critically evaluate scientific literature. Select and effectively utilize appropriate instructional materials to demonstrate the learning experiences of groups

2 Course Prerequisite(s) PREREQUISITE(S): Completion of all Dental Hygiene Courses with a passing grade of 75% higher. FREQUENT REQUISITES College Level Reading MATH 0312 (Intermediate Alegbra) College Level Writing Departmental approval Admission to the Program Academic Discipline/CTE Program Learning Outcomes Course Student Learning Outcomes (SLO): 4 to 7 Learning Objectives (Numbering system should be linked to SLO - e.g., 1.1, 1.2, 1.3, etc.) 1. The dental hygienist must create an informative tabletop presentation to appraise original research on a specific topic. 2. The dental hygienist must create a case study and evaluate clinical therapy treatment on a periodontal patient. 3. The dental hygienist must demonstrate the application of a therapeutic agent to clinical competence that is used in the field of dentistry. 4. Dental hygiene students must demonstrate an extraoral exam to identify the anatomy of the head and neck 5. The dental hygienist must demonstrate psychomotor skills to deliver preventive services to patients 1. Provide community oral health services in a variety of settings 2. Provide screening, referral and education services that facilitate public access to the health care system. 3. Respond to patient or community requests for information about contemporary dental problems. 4. Promote the dental hygiene profession by actively participating in the membership, leadership and/or service in professional organizations 5. Assess and evaluate community based oral disease prevention strategies that aim to improve the oral health of the public. Provide community oral health services in a variety of settings 1.1 Define six roles of the dental hygienist to determine how they relate to community oral health practice Differentiate between career options available independently and through community agencies Identify specific careers, categorized by the six roles of the dental hygienist Assessment in the Community Provide screening, referral and education services that facilitate public access to the health care system Discuss a community oral health improvement process

3 2.2. Describe the main steps of followed and key activities undertaken in a community oral health assessment 2.3. Compare and contrast the different methods of data collection that can be used in community health assessments Respond to patient or community requests for information about contemporary dental problems Identify the different funding streams and structures for obtaining dental services through public health systems 3.2. Identify oral health programs at the national;, state and local level 3.3. Explain how program goals and objectives are used in program planning. Implementation and evaluation 3.4. Identify strategies for delivering health information to consumer groups by using materials activities and evaluation methods that are culturally sensitive and linguistically competent Promote the dental hygiene profession by actively participating in the membership, leadership and/or service in professional organizations 4.1. List examples of service-learning programs that can increase a dental hygienists understanding of community dental health issues and approaches 4.2. Identify professional organizations that offer opportunities for personal growth and development in community health and dental public health 4.3. List benefits of Service-Learning for the student, community partner, dental hygiene program, dental hygiene faculty, the academic institution, and the nation's oral health 4.4. Apply the principles of ethics of the ADHA (American Dental Hygienists Association) to public health practice. Assess and evaluate community based oral disease prevention strategies that aim to improve the oral health of the public Express the importance of evaluating dental literature 5.2. Explain the criteria for reviewing scientific literature 5.3. Define a population and a sample as related to research 5.4. Outline the basic components, advantages and limitation of table clinics poster presentation oral papers and round table discussions as methods for presenting scientific information to health professionals SCANS and/or Core Curriculum Competencies: If applicable SCANS Provide community oral health services in a variety of settings Workplace Competencies - Information -Acquires & Evaluates Workplace Competencies - Information -Organizes & Maintains Workplace Competencies - Information -Interprets & Communicates Provide screening, referral and education services that facilitate public access to the health care system. Workplace Competencies - Information -Acquires & Evaluates Workplace Competencies - Information -Organizes & Maintains Workplace Competencies - Information -Interprets & Communicates Respond to patient or community requests for information about contemporary dental problems. Workplace Competencies - Interpersonal -Participates as Team Member

4 Workplace Competencies - Interpersonal -Teaches Others Workplace Competencies - Interpersonal -Serves Clients/Customers Workplace Competencies - Interpersonal -Exercises Leadership Workplace Competencies - Interpersonal -Negotiates to Arrive at a Decision Workplace Competencies - Interpersonal -Works with Cultural Diversity Promote the dental hygiene profession by actively participating in the membership, leadership and/or service in professional organizations Workplace Competencies - Interpersonal -Participates as Team Member Workplace Competencies - Interpersonal -Serves Clients/Customers Workplace Competencies - Interpersonal -Negotiates to Arrive at a Decision Workplace Competencies - Interpersonal -Works with Cultural Diversity Assess and evaluate community based oral disease prevention strategies that aim to improve the oral health of the public. Workplace Competencies - Interpersonal -Teaches Others Workplace Competencies - Interpersonal -Serves Clients/Customers Workplace Competencies - Interpersonal -Exercises Leadership Workplace Competencies - Interpersonal -Works with Cultural Diversity Instructional Methods Student Assignments Lecture, handouts, power points Provide community oral health services in a variety of settings Various assigned readings from textbooks, peer-rev Service learning projects Projects Lab Exercises Provide screening, referral and education services that facilitate public access to the health care system. Service learning projects Projects Lab Exercises Respond to patient or community requests for information about contemporary dental problems. Various assigned readings from textbooks, peer-rev Discussions Service learning projects Presentations Lab Exercises Promote the dental hygiene profession by actively participating in the membership, leadership and/or service in professional organizations Various assigned readings from textbooks, peer-rev Discussions Service learning projects Projects Lab Exercises Assess and evaluate community based oral disease prevention strategies that aim to improve the oral health of the public.

5 Various assigned readings from textbooks, peer-rev Papers Service learning projects Lab Exercises Student Assessment(s) Provide community oral health services in a variety of settings Various assigned readings from textbooks Writing papers including essays, analyses, reviews, research, comparing and contrasting In-class discussions Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay Service learning projects Provide screening, referral and education services that facilitate public access to the health care system. Various assigned readings from textbooks In-class discussions Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer. Group and/or individual projects Respond to patient or community requests for information about contemporary dental problems. Various assigned readings from textbooks Writing papers including essays, analyses, reviews, research, comparing and contrasting In-class discussions Oral and written book reviews and discussions Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay Promote the dental hygiene profession by actively participating in the membership, leadership and/or service in professional organizations Various assigned readings from textbooks In-class discussions Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay Service learning projects Group and/or individual projects Assess and evaluate community based oral disease prevention strategies that aim to improve the oral health of the public. Writing papers including essays, analyses, reviews, research, comparing and contrasting Presentations Quizzes/Tests which may include: definitions, matching, multiple choice, true/false, short answer, brief essay Service learning projects Group and/or individual projects

6 Instructor's Requirements Program/Discipline Requirements: If applicable 1. Professionalism: The dental Hygienist must be able to discern and manage ethical issues and problems in dental practice, exercise critical thinking and sound clinical judgment and communicate with other professionals. There should be no smoking, drinking or any illegal drugs before and during presentations at any events (ex. Table clinic presentations at other locations) 2. Patient Care: The dental hygienist must possess a thorough foundation in the biomedical, clinical, and behavioral sciences and be able to apply those principles in assessment, diagnosis, planning, implementation and evaluation of treatment 3. Health Promotion and Disease Prevention: The dental hygienist must be competent in the performance and delivery of oral health promotion and disease prevention services in public health, private practice and alternative settings 4. Community Involvement: Dental hygienists must appreciate their role as health professionals at the local, state, and national levels. The dental hygienist must assess, plan, and implement programs and activities to benefit the general population. The dental hygienist must also be prepared to influence others to facilitate access to care and services. 5. Class participation, community services, positive attitude and professionalism. LAB: Students are only allowed in lab with direct faculty supervision. Students participating in lab activities are to be in scrubs and using safety precautions at all times. PROFESSIONAL POLICY: Students are expected to participate fully in all lab and clinical activities and to model professional behavior at all times. All students are considered mature enough to seek faculty assistance as needed and to monitor their own progress in meeting course requirements. TESTING/MAKE-UP POLICY: Students are expected to finish all assignments and turn in at the beginning of class. Late assignments will result in deduction of points. There will be 2 points deducted from the total calculated grade if turned in at the end of class. Additionally, 2 points deduction from the total calculated grade for each day the assignment is late. The student will not be able to make up assignments, exams or quizzes without documentation (see program handbook) Ex: doctor s note and/or at the instructor s discretion. If a makeup exam is given, the makeup exam will be different from the one given at the originally scheduled time. The student must make an appointment with the instructor for the make-up exam. The student will receive a 0 for that exam or quiz for an unexcused absent. Any student arriving after the test is handed out will be given the time remaining that was set by the instructor. Ex: If the test is for 50 minutes starting from 9 am and the student arrives at 9:15 am, he/she will be given 35 minutes to finish the exam/quiz. Any student arriving after a test has been returned by a student (exam is completed), will not be able to take the test and will receive a 0 for that test. No make-up exam will be given for that missed exam. There will be

7 no make-up exam or assignment for any missed lab sessions. ATTENDANCE POLICY: Arrangements must be made that do not conflict with class times for doctor s appointments, sick family members, and transportation needs. In cases of emergency, illness, or absence the student must contact the lead instructor/program director prior to class (or lab) within the first hour of class start time. This can be done by phone, text, or . Messages sent through a third party will not be accepted. The students will be marked unexcused absent if a third party notifies the lead instructor/director for absence of tardiness. If an assignment is due that day or an exam is to be given, unexcused absent will result in receiving a 0 (zero) for that assignment or exam. Notification of an expected absence does not guarantee an excused absence. An excused absence requires documentation. For example, the student must provide an official signed doctor's excuse for any illness or a formal document from a court for jury duty or a required court appearance. The documentation must be provided on the first day the student returns to class. Students who are absent from class/lab (unexcused) for a total of three (3) times will receive two (2) points off the final course tabulated grade. Three (3) tardiness equals one unexcused absence resulting in a two point s deduction from the final course grade. You must be physically present in class and are considered tardy five (5) minutes after class or lab start time by instructor s watch. The student must contact the lead instructor by or text if a tardy is expected. Messages sent through a third party will not be accepted. The student will receive a communication report for each tardy. See Dental Hygiene Handbook for additional stipulations regarding absences and tardiness. HCC Grading Scale A = points per semester hour B = 89-80: C = 79-70: D = 69-60: 3 points per semester hour 2 points per semester hour 1 point per semester hour 59 and below = F 0 points per semester hour IP (In Progress) W(Withdrawn) I (Incomplete) 0 points per semester hour 0 points per semester hour 0 points per semester hour AUD (Audit) 0 points per semester hour IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM"

8 and "I" do not affect GPA. For Health Science programs, see the Program/Discipline Requirements section for specific grading requirements. Instructor Grading Criteria 1. Grades Possible - A, B, C, F 2. Grade Requirements A B C F- 74 and below** ** A final grade below a C (75%) will interrupt a student s progress through the Program and result in dismissal from the Program. If you are having trouble with this course, it is your responsibility to contact the professor immediately and arrange for tutoring or other assistance. Instructional Materials Required Text: Dental Public Health & Research latest edition by Christine Nathe. Mosby s Comprehensive Review of Dental Hygiene by Michele Darby latest edition optional HCC Policy Statement: Access Student Services Policies on their Web site: EGLS3 -- Evaluation for Greater Learning Student Survey System At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time near the end of the term, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and department chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term. Distance Education and/or Continuing Education Policies Access DE Policies on their Web site: Access CE Policies on their Web site:

9 COURSE OBJECTIVES: People Health 1. Define the terms health, public health and dental public health 2. Identify public health problems within a community 3. Identify public health measures or solutions 4. Define dental disease as a public health problem with public health solutions 5. Explain the role of the government in public health solutions 6. Discuss the 10 greatest public health achievements of the twentieth century 7. Identify core functions of public health and the essential public health services 8. Define six roles of the dental hygienist to determine how they relate to community oral health practice Careers in Public Health for the Dental Hygienist 1. Explain public health career options for dental hygienists 2. Differentiate between career options available independently and through community agencies 3. Discuss public health careers as a means of addressing the problem of access to oral health care 4. Define skills and educational requirements for various roles in public health 5. Explain the relationship of private practice activities to public health activities 6. Identify specific careers, categorized by the six roles of the dental hygienist Assessment in the Community 1. Explain the importance of assessment as a core public health function 2. Describe the roles of public health professional in assessment 3. Discuss the basic terms and concepts of epidemiology 4. Describe the conceptual models that illustrate the determinants of health 5. Identify the determinants of health that affect the health of individuals and communities

10 6. Identify the specific stages of a planning cycle 7. Discuss a community oral health improvement process 8. Describe the main steps of followed and key activities undertaken in a community oral health assessment 9. Compare and contrast the different methods of data collection that can be used in community health assessments Measuring Progress in Oral Health 1. Discuss and describe the health goals and health objectives of healthy people Discuss measures used to assess oral health 3. Compare and contrast the procedures and methods used in oral health surveys Oral Health Status and Trends 1. Describe the current status of oral health in the United States 2. Discuss oral health trends in the United States 3. Compare the indicators for oral health included in the national oral health objectives for healthy people 2000 and Identify oral health disparities among population groups 5. Discuss the factors that influence oral health in populations Oral Health Programs in the Community 1. Identify oral health programs at the national;, state and local level 2. Discuss the essential public health services for oral health 3. Describe the four phases of organizing an effective community oral health program 4. Define goals and objectives 5. Explain how program goals and objectives are used in program planning. Implementation and evaluation 6. Discuss the benefits of primary prevention programs, including fluoridation, sealants and oral health education

11 7. Describe the importance of community water fluoridation as a public health measure 8. Identify the different funding streams and structures for obtaining dental services through public health systems Research 1. Differentiate between the hypothesis and the null hypothesis of a research study 2. Explain the importance of the scientific method in research 3. Define a population and a sample as related to research 4. Discuss sampling techniques and their uses 5. Discuss the difference between the independent and dependent variables 6. Use the terms mean, median and mode to express the results of data collection 7. Define the terms continuous and discrete data and their respective scales of measurement 8. Discuss the uses of various statistical techniques 9. Use different types of displays to exhibit data 10. Explain the difference between type I and type II errors 11. Define probability and statistical significance 12. Express the importance of evaluating dental literature 13. Explain the criteria for reviewing scientific literature 14. Review a scientific journal article relating to dentistry Health Promotion and Health Communication 1. Apply various health promotion theories to promotion of oral health 2. Discuss the distinctions between generic, targeted, personalized and tailored health messages 3. Identify strategies for delivering health information to consumer groups by using materials activities and evaluation methods that are culturally sensitive and linguistically competent 4. Outline the basic components, advantages and limitation of table clinics poster presentation oral papers and round table discussions as methods for presenting scientific information to health professionals

12 5. List examples of service-learning programs that can increase a dental hygienists understanding of community dental health issues and approaches 6. Identify professional organizations that offer opportunities for personal growth and development in community health and dental public health Social Responsibility 1. Define the terms social responsibility and professional ethics 2. Discuss the various opinions surrounding health as a right or a privilege 3. Explain how the current delivery of oral health care services affects access 4. Identify how the concept of need versus demand affects allocation of resources and the hygienist s role as consumer advocate and educator 5. Explain the roles of the dental hygienist as the relate to community education, risk communication and leadership 6. Discuss the responsibility of dental hygienists with respect to cultural competence and their role in providing care to special populations. Cultural Competency 1. Describe key demographic, social and cultural shifts and trends influencing oral health among culturally diverse groups in the United States 2. Discuss the impact of population trends in oral health and provision of oral health services to individuals and groups 3. Define the terms cross-cultural communication, health disparities and cultural diversity 4. Define culture and cultural competence and explain why they are important 5. Identify the Oral Health Care Culturally Competent Guidelines (OHCCC Guidelines) 6. Discuss the components of the Cultural Competency Continuum Ladder 7. Describe the application of strategies and approaches that enhance cross-cultural communication and education in oral health care settings 8. Explain and be able to use the LEARN, and Explanatory models 9. Discuss the responsibility of the dental hygienist with respect to cultural competence and the role in providing care to special populations

13 Service-Learning 1. Compare traditional dental hygiene community service outreach efforts with experiential outreach efforts 2. Define Service-Learning and list the characteristics that distinguish it from other experiential learning experiences 3. Describe essential components of Service-Learning 4. List the common experiential learning methods and their unique purposes 5. List benefits of Service-Learning for the student, community partner, dental hygiene program, dental hygiene faculty, the academic institution, and the nation s oral health 6. Recall methods to manage the challenges associated with Service-Learning 7. Use resources to plan and implement Service-Learning Test-Taking Strategies and Community Cases 1. Develop an overview of the National Board Dental Hygiene Examination 2. Develop guidelines for answering multiple-choice test items and community testlets 3. Identify tips for examination preparation 4. Take a practice examination on community cases 5. Increase his/her confidence level in preparing for the examination 6. Identify the needs of a target population by gathering and analyzing appropriate assessment data. 7. Plan, implement, and evaluate a community-based program that meets a target population. 8. Appraise current dental hygiene education/dental related literature through a scientific, statistical analysis in written journal reports. ASSIGNMENTS: Must be completed on time (beginning of class period) and according to specified criteria. You are responsible for all reading assignments in course texts and handouts in addition to the content of the lecture and laboratory sessions themselves. Since information in each assignment will be used during the class sessions for discussions, it is essential that materials be carefully studied prior to class or laboratory. Points will be deducted on late assignment

14 STUDENT SUCCESS: To successfully complete this course, the student will need to: 1. Complete assignments as indicated on the schedule. 2. Read weekly topic objectives before class and studying for a test. 3. Ask the instructor for help as soon as you realize you are having difficulty. 4. Take notes during class and place a question by anything you do not understand. 5. Additional recommendations can be found in the Dental Health Program student manual. GRADING: 1. Grades Possible - A, B, C, F 2. Grade Requirements A B C % Exam I, II, III, IV 20% Table Clinic paper 10% Lab F- 74 and below 10% Community Project 5% Professionalism 10% Community Services (15 hours) 15% Comprehensive Final Exam 100% Total ** A final grade below a C (75%) will interrupt a student s progress through the Program and will result in dismissal from the Program. If you are having trouble with this course, it is your responsibility to contact the professor immediately and arrange for tutoring or other assistance. Assignments must be turned in on time. Late assignments will result in point deduction. ADA STATEMENT Any student with a documented disability (e.g. physical, learning, psychiatric, vision, Hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculties are authorized to provide only the accommodations requested by the Disability Support Services Office. The information in this publication will be made available in large print, taped or computer-based format upon request. The ADA Counselor for Coleman College is located on the 1st floor.

15 ACADEMIC HONESTY STATEMENT Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. See the HCCS Student Handbook for more information. Cheating Policy: Any student caught cheating in exams will receive a 0 for the test and will not be allowed to make-up for that test. See Handbook for more information. PLAGIARISM POLICY: PLAGIARISM IS DEFINED AS TO STEAL AND PASS OFF (THE IDEAS OR WORDS OF ANOTHER) AS ONE S OWN AND TO USE (ANOTHER S PRODUCTION) WITHOUT CREDITING THE SOURCE. THIS INCLUDES MATERIALS TAKEN FROM OTHER INDIVIDUALS AND THE INTERNET. ALL SOURCES MUST BE CITED IN YOUR APA STYLE RESEARCH PAPER. ANY DIRECT QUOTE (WORD FOR WORD) MUST BE PLACED WITHIN QUOTATION MARKS AND CITED IN APA FORMAT. STUDENT IN VIOLATION OF PLAGIARIMS POLICY WILL RECEIVE IN A ZERO 0 FOR THE ASSIGNMENT AND AN F IN THE COURSE. ALL ASSIGNMENTS WILL BE RUN THROUGH A PLAGIARISM WEBSITE CHECKER. NOTICE: Students who repeat a course three or more times face significant tuition/fee increases at HCC and other Texas public colleges and universities. Please ask your instructor/counselor about opportunities for tutoring or other assistance prior to considering course withdrawal, or if you are not receiving passing grades. Project Assignments: Students are expected to complete assignments as scheduled. If you are going to be absent when an activity is scheduled, follow the procedure for any absence by ing and contacting the faculty. Make-up work will be allowed only for excused absences (after consultation with the faculty). A written doctor s excuse is required for an absence due to illness. Additional work may also be required to receive credit for the course by the decision of the faculty. The responsibility lies with the student to schedule a conference with the faculty to make these arrangements. Late work will be penalized by two (2) points for each day late. Students are expected to complete all course requirements within the scheduled time periods. The student will not receive credit for the course if all experiences are not completed by the end of the semester. Students scoring below 75% on any assignment will be required to conference with the faculty/ program director. Additional work or make-up examination may be required.

16 Table Clinics: Students will complete a table clinic poster and script for presentation at two professional meetings (GHDHS, SOTS). A practice session will be provided and is required in class. Papers will be due in class and must be turned in on time. Presentations will be in spring semester. Community Project: Students will work in groups to complete a community project for a low-income population. Criteria for the project will be provided in class. Groups must meet with the faculty (By appointment) prior to presenting their project in the community. Extra Credit: Extra credit may be awarded for participation in professional activities. Extra credit points cannot be used to bring up a semester average of 74 or below. Extra credit is awarded at the discretion of the faculty only upon submission of all required materials and must be used in the semester performed. Written Test Policy: All written paper tests (classroom) are typically taken with a scantron. Only answers filled in on the scantron will be accepted. If you did not completely fill it out, had one answer on the paper test and another on the scantron, skipped questions, etc.; be advised that ONLY the answer on the scantron will be accepted. All written paper tests in the classroom must be filled out. Answers on the paper test will only be accepted if the scantron sheet was destroyed (mechanical failure) by the grading machine. Scantron sheets that are bent, torn or incorrect form (purchased from an off brand company) will not be accepted by the instructor Title IX: Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that protect students rights with regard to sex/gender discrimination. Information regarding these rights is on the HCC website under Students-Anti-discrimination. Students who are pregnant and require accommodations should contact any of the ADA Counselors for assistance. It is important that every student understands and conforms to respectful behavior while at HCC. Sexual misconduct is not condoned and will be addressed promptly. Know your rights and how to avoid these difficult situations by logging in from your HCC student account, go to Go to the button at the top right that says Login and click. Enter your student number. 1. The Title IX statement has been change to the following (changes in red) to address student pregnancy concerns: Houston Community College is committed to cultivating an environment free from inappropriate conduct of a sexual or gender-based nature including sex discrimination, sexual assault,

17 sexual harassment, and sexual violence. Sex discrimination includes all forms of sexual and genderbased misconduct and violates an individual s fundamental rights and personal dignity. Title IX prohibits discrimination on the basis of sex-including pregnancy and parental status-in educational programs and activities. If you require an accommodation due to pregnancy please contact an Abilities Services Counselor. The Director of EEO/Compliance is designated as the Title IX Coordinator and Section 504 Coordinator. All inquiries concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to: 2. A statement regarding how to receive help regarding a student request for an accommodation due to a qualified disability has also been added: HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or temporary medical conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish reasonable accommodations. Reasonable accommodations are established through an interactive process between you, your instructor(s) and Ability Services. It is the policy and practice of HCC to create inclusive and accessible learning environments consistent with federal and state law. For more information, please go to Campus Carry: At HCC the safety of our students, staff, and faculty is our first priority. As of August 1, 2017, Houston Community College is subject to the Campus Carry Law (SB ). For more information, visit the HCC Campus Carry web page at Professionalism Grade Students are expected to follow handbook and syllabus. Students will be given a communication slip for each infraction(s). Each form given to the student will result in a 2 points deduction of the professionalism grade. For further information on professional behavior, refer to program handbook. Examples include but not limited to: Dress code violation Tardiness Not bringing required materials to class Cell phone to be in silent mode in class and turned in on the table during tests. Unprofessional use of language or talking back/arguing with instructor Using electronic devices (tablet) for anything other than asked to use for assignment and lab. Studying for other classes (tests etc.) during class

18 Community Dental Health DHYG 1215 Fall 2017 Schedule Lecture/Lab Date Topics Assignments Lab Week 1 Overview of course Ch. 14 September 13 Introduction to research in Dental Hygiene Ch 14 Discuss Table clinic and Community project Bring Laptop Week 2 Sept 20 Ethical Principles Ch 15 Research Approaches Ch 16 Read Ch 15 Read Ch. 16 Make TC groups Guest speaker: TMC library on how to look up articles Tuskegee Syphilis research experiment discussion Case studies/scenarios on Ethical principles Bring Labtop/TC groups Week Biostatistics Ch 17 Read Ch 17 Study for Exam 1 Table clinic topic Experimental and nonexperimental worksheets Statistic worksheet Week 4 Exam 1 (ch 14, 15, 16 & 17) Ch 18 Bring laptop Bring laptop 10-4 Oral Epidemiology Ch. 18 Table clinic topic due today Table clinic articles/literature review Week Week Current Epidemiological Findings Ch 19 & 20 Make-up lab 1-3 pm Introduction to Dental Public Health Chapter 1 & The Evolution of the Prevention Movement Ch. 2 Ch 19 & 20 ( write up the summary of all 3 articles) Read Ch 1 (Nathe) & Ch 2 Community Project Bring laptop Table clinic articles/literature review Bring laptop Table clinic articles/literature review

19 Week 7 Exam 2 (Ch 1, 2, 18, 19 & 20) Read Ch 8 & 9 Table clinic articles - Laptop Dental Health Education & Promotion Ch 8. Lesson Plan Development Ch 9 Study for Exam 2 bring laptop Place and process for Community Project due today (needs to be approved by instructor) Week 8 Target Populations Ch 10 Read Ch 10 Community service project Lesson plan development Week 9 Make-up lab 1-3 pm Cultural Diversity Ch 11 Read Ch 11 & 12 Bring Laptop Bring laptop Program Planning Ch 12 Literature review of articles due today Week Week Week Week 13 Ch. 13 Program Evaluation Discuss ADPIED process Exam 3 (Ch 8, 9, 10, 11, 12 & 13) Dental Care Delivery in the US- Ch 3 Dental Hygiene Care Delivery in the Global Community- Ch 4 Financing of Dental Care Ch 5 Federal and State Legislation Affecting Dental Hygiene Practice Ch 6. Change Agents in Dental Care Ch7 Exam 4 ( Ch. 3-7) Study for Exam 3 Read Ch 13 Community project Read Ch 3&4 Careers in Dental Public Health Ch 21 assignment Read Ch 5 & 6 Ch. 22 Develop lesson plans for community project Bring laptop Community project group work. Develop lesson plans for community project Bring laptop Community project group work. Bring a list of community clinics that offer services to underserved population and criteria. Table Clinic Papers due Today Week Ch. 22 and review for final Comprehensive Final Exam Community Project presentation due. Community hours due Changes to this syllabus shall be made upon written notice to the student due to extenuating circumstances or to ensure the academic integrity of this course.

20 Houston Community College System Coleman College for Health Sciences Dental Hygiene Program DHYG 1215 Syllabus Agreement I have read this syllabus and understand its implications and will abide by it. I understand that if I fail to adhere to these requirements I will be advised by my instructor the disciplinary actions that will be taken against me. I understand that the course instructor has the right to make alterations to the class and exam schedule as needed. Signature of Student: Date Printed Name of Student: Instructor s Signature: Date