DENTAL HYGIENE ONLINE DEGREE COMPLETION
COURSES
Offered through the IDEAL Program
COURSE SYLLABUS
Dear
Student,
Please read the following
course syllabus carefully, especially the course dates, times and location. If
you have any questions, please do not hesitate to communicate with the Dental
Hygiene department, your dental hygiene academic advisor, or the instructor.
The
BSDH degree completion program is designed with the adult learner in mind.
Adult learners approach learning with specific goals, want to be able to
directly apply new learning to their work and personal lives, and tend to learn
best when the coursework is problem-centered so that they are actively engaged
in the learning process. In addition, adults bring rich and varied experience
to the classroom, which becomes a valuable learning resource for other
students.
The BSDH Online Degree Completion Program
assumes joint responsibility in the learning process. The activities and assignments in our classes build
on the shared experience of all learners in each class. This is why each
student’s preparation, participation and interaction in class activities and
discussions are critical to the success of each course. The accelerated format
of each course requires a significant amount of time outside the classroom to
prepare for and complete the course assignments. This varies between students
and courses; however, students typically spend a minimum of ten-twelve hours
per week on course material.
To participate in the BSDH Online Degree
Completion Program, it is expected that you will do the following:
Have
questions about taking an online course?
“Instructions for Taking a UB Online Course”
If
you cannot perform these expectations, it is recommended that you drop the
course. If you do not participate
during the first week of the course, you will be dropped from the course.
An
integral component of the BSDH Online Degree Completion Program is student and
faculty expression of personal experiences for the purpose of facilitating
coursework. Students enrolled in the
program are expected to honor confidentiality as it pertains to student disclosure. Shared information, comments, or opinions
expressed by another student or the faculty member during the course of
classroom discussion should never be used in a manner which is intended to
humiliate, embarrass, harass, damage, or otherwise injure other students in
their personal, public, or business lives.
In addition, confidentiality must be upheld by not disclosing any
information that would identify any particular individual.
The
BSDH Online Degree Completion Program
Instructional Strategies for the Health
Professional
Spring Semester, Required for all
Baccalaureate Students in Dental Hygiene
Welcome:
Class, you are embarking on a challenging journey into an independent,
self-directed style of learning.
Together, we will expand upon your past and current experiences and
explore new realms for deeper learning.
Believe it or not, this is a unique experience and many educational
programs do not provide both traditional style face-to-face instructions with
distance education capabilities. We can
proudly say that we are no longer limited to education that requires a
classroom setting. So, let’s truly use
our virtual environment to open new doors, build from old concepts, share in
experiences, and create an education experience that will propel us into the
future of new education.
Instructor: Tracy Djani, ND, MH, MAED/e-Education, RDH, CNHP, CS, CG, CEIT,
CCH
UB
address: tdjani@bridgeport.edu
Alternative/emergency
e-mail address: djani@bellsouth.net
Emergency
Telephone Number: (Cell)
864-640-7866
Instructor
availability: If it is an emergency and you need to
phone me, my work hours are Monday-Thursday 8:00am to 5:00 pm. I check my messages regularly. Please leave a message including name, phone
number, and a good time to call.
Important
Notice: Please be advised that as of 5/24/07, the Fones Academic Standards
Committee approved a policy that require BS dental hygiene courses (DHYG 301,
302, 303, 304, 305, and 306) receive a C grade or higher to successfully pass
the course program. Any student who
receives a C- or lower, as a final grade, MUST repeat that course!
Please Note: If you
have a documented learning disability that will be requiring academic
accommodations for this class, please contact Marcia H. Lorentzen, RDH, MSEd,
Associate Director of
If you have
any questions regarding taking an online course READ “Instructions for taking a UB Online
Course” located in the
Syllabus Folder.
NOTE: UBNet Account: All UB students and faculty are required to
use the UBNet account for course and University business. With a UBNet account you have access to the
online Library databases and e-mail.
Please check yourname@bridgeport.edu
e-mail account often for official University information. If you prefer, you can set up your UB e-mail
to be forwarded automatically to your home e-mail- this is available by
entering your web-mail through this page: https://www1bpt.bridgeport.edu/webmail/imp/index.php
Also, if you feel
that you need help with your writing skills please contact the UB to see if
there is a resource available for help in this area.
Feedback on
assignments: I plan to send you weekly feedback
summaries one week following the submission deadline. This may not always be the case, however, you
will receive the summaries. This will be
sent to you via your UB e-mail address. Please
Note: Discussions will be monitored
and responded to as necessary to ensure quality of learning. Not every response will be addressed by the
instructor. Response time to e-mails
will generally occur within 48 to 72 hours.
Late
assignments: Assignments MUST be posted by midnight on
the due date. Assignments posted after
this time will be considered late. Late
assignments may be subject to a loss of points of 10% per day. If you are having difficulties completing
work on time, please discuss your situation with me prior to the due date.
Academic
Dishonesty: Examples are: having a tutor or friend complete a portion
of your work, having a reviewer make extensive revisions to an assignment, copy
work submitted by another student to a public class meeting, or using
information, from online information services, without proper citation. Examples of words or ideas that require
citations include, but are not limited to, all hard copy or electronic
publication, whether copyrighted or not, and all verbal or visual communication
when the content of such communication clearly originates from an identifiable
source. REMEMBER, in an online
environment, all submissions to any public or private mailbox fall within the
scope of words and ideas that require citations, if used by someone other than
the original author.
General Course
Description: This course has been designed to provide
students with the instructional planning skills necessary to develop
educational courses and materials. It
will focus on the principles of education as a medium for course, degree, or
training-based instruction. The relevant
histories and theories of instructional design, their applied proven
procedures, development, implementation, and best practices, will also be
examined and analyzed. Current and
future critical issues that have greatly impacted the teaching and learning
environment will provide a broader understanding of the necessity for blended
learning. Due to the rapidly changing
and diverse environment, specific attention will be given to the creation of
materials appropriate for all students in the classroom, including the ability
to relate to life experiences, expand upon and build above entry-level skills,
recognize and strengthen motivational needs, and provide the modes of delivery
necessary for a successful learning outcome.
Course
Objectives: Upon completion of this course, the students
will be able to:
Weekly
schedule: Topics
*The course
syllabus/schedule is subject to change at the discretion of the professor.
Texts: McKeachie, W., (2006). Teaching Tips: Strategies, Research, and Theory for
College and University
Teachers. 12th ed.,
Houghton Mifflin Company,
http://college.hmco.com/students/index.html
Recommendations: Sullivan,
Howard, Higgins,
For Competence. Teachers College Press,
Simonson,
M., Smaldino, S., Albright, M., & Zvacek, S.
(2000). Teaching and Learning
at a Distance: Foundations
of Distance Education.
For
additional resources please visit Mediasite.com
Class
Autobiographies: Due by Monday March 10th. This will be your first assignment. Please post an autobiography so that we can
get to know each other (pictures encouraged).
Send your BIO to the Discussion Board in the forum called “Water
Cooler”. In addition to personal and
professional information, please include your interest in education include
both, in a traditional-style setting, as well as, a distance setting. Also, please provide a personal e-mail address
where you could be reached incase sensitive issues develop where privacy is a
concern. Please respond to and welcome
each of your classmates to class.
Weekly
Discussion Questions: Due by Wednesday of each week. Please
answer all discussion questions for the week.
Cite all references used for topic research. Submissions must be substantive and generate
discussion among the class. Include
meaningful points, questions, different perspectives, problems, solutions, or
personal experiences regarding the subject. Please feel free to disagree with
fellow classmates and include cited references to support your opinion. (This
is a great way to generate discussion and build upon your learning
experiences.)
Weekly Summaries: Due by Friday
of each week. This
will not be graded, however, in these summaries you are to include the dates
that you have posted for attendance/participation. Forgetting to submit these summaries will
have an impact on your grade, due to tracking difficulties. For
the weekly summaries, please give a brief synopsis of your experience with the
course for the week. You should consider
both course content and process (interesting/boring concepts, smooth/difficult,
technical issues, clarity of materials, usefulness of discussion, practical use
of information, etc.). Specifically
organize your weekly summary in the following four areas (use these headings
for your summaries): (1) what went well this week, (2) what did not go well
this week, (3) suggestions for improvement (both for the instructor and the
course in general), (4) ways of integrating the information into your current
work situation or future setting, and (5) Important: List the dates that you have posted to the Discussion Board,
this helps in tracking class participation and attendance. For easy recollection, every time you post
write it down so that you can enter all the dates at the end of the week. Do not make this a bashing or venting forum,
especially in regards to what did not go well for the week. Always address weekly summaries in a positive
manner!
Learning Style
Inventory: Due by Monday March 17th. The
purpose of this paper is to demonstrate your understanding of different
learning styles. Complete the LSI posted
in Lecture’s Folder. Submit a 1-2 page
analysis and interpretation of your scores.
Include in your discussion, other learning style inventories, cultural
diversities, and personal characteristic considerations that have an impact on
learning. Cite references from your text
and other sources, including web-links, from your research of Kolbe and other
learning/personality inventories and learning theories.
Observation and
Analyses: Both due by Monday March 24th. Two
live presentations, a minimum of 60 minutes each, are to be observed: One: a didactic presentation, this may be a
continuing education course or other face-face presentation in lecture
format. Second: a skill (psychomotor)
presentation, this may be a continuing education course or a participatory skills
class. Use the presentation checklist,
posted in Lecture’s Folder, as a guide to focus your observation on each
presentation delivery. For each
presentation, complete and submit a 1-2 page summary and analysis focusing on
the strengths and weakness of each performance.
Cite references and substantiate your points. This can also be a 1hour program on a health
related topic of choice from the television or from the resource Mediasite.com.
Team Lesson Plan: Due by Monday
March 31st. Following the lesson plan format, each team is required
to write a lesson plan for a 30 minute ORIGINAL dental/health
presentation. TEAMS WILL BE ANNOUNCED
BY TUESDAY MARCH 11th. Include a
topic title, goal, minimum of three objectives, target
audience/characteristics, description of environment conducive to learning,
strategy of teaching, teaching skills emphasized, class activities and media,
brief content outline, and introductory and closure statements. Include a minimum of (5) question test that
support objectives, as well as, a peer self-critique. Cite all references for content. Refer to Chapter 24 in course text, as well
as, additional lesson plan notes found in Lecture’s Folder for Week Three. One
submission is expected from each team.
Team Course Syllabus: Due by Friday May 2nd. Expanding
upon your lesson plan topic, each team will be required to develop an 8-week
course of instruction syllabus. Reading
the lecture material, researching the Internet, and reviewing, this class, as
well as, other course syllabi, will provide you with the necessary skills to
develop your lesson plan into a course of instruction. Be creative!
Make sure to include all required information stated in lecture notes. Make sure you have a good understanding of
what you will want your students to learn from the course and build around the
idea. Don’t forget to include modes of
delivery or the use of a blended approach.
Make sure you have sound course objectives that will match your course
description. Syllabus lecture notes will be found in Lecture’s Folder under
Week Three. Cite all references for
content. One submission is expected from
each team.
Learning Team
Evaluations: Due by Friday May 2nd. Please submit the learning team evaluation to my UB
e-mail address. Upon completing this
form, do not identify yourself.
Objectively evaluate the team’s performance on the following
questions. Attempt to rate without
regard to any positive or negative feelings that you may have for the individual
members. Using the following scale,
indicate one number as your response to each question. Learning Team Evaluations will be provided in
the Lecture’s Folder. Please also rate
yourself. These ratings will be kept
completely confidential and help to provide insight prior to assigning the
grade. Feel free to comment and tell why
you felt that your teammate deserved the rating.
Individual Lesson
Plan w/Visual Recording: Due by Friday May 2nd. Develop
an ORIGINAL dental/health lesson plan and in a “classroom” type environment,
present a 30-minute presentation to ADULT LEARNERS, preferably health care
professionals. Apply teaching concepts
and strategies to stimulate learning and demonstrate open-ended and
closed-ended questions. THIS MAY NOT BE
THE LESSON PLAN DEVELOPED BY THE TEAM.
See performance criteria for details.
Independent Lesson
Plan Performance Criteria:
Audio/visual recording of
formal presentation (accepted formats CDR, DVD, Webcam recording, or downloaded
videos sent to my personal e-mail.)
Power Point presentation
with minimum of (5) slides
Minimum two-page outline
that includes:
·
Topic, title, and
purpose (Goal)
·
Minimum of three
clearly written objectives in correct format
·
Target
audience/characteristics
·
Description of
environment conducive to learning
·
Strategy of
teaching and teaching skills emphasized
·
Class activities
and media/technology
·
Brief content
outline
·
Cited
resources/references for content
·
Two open and two
closed-ended questions to audience
·
Five question
test to assess learning that are correlated with objectives
·
Peer critique of
presentation performance
·
Personal critique
of presentation performance
Please review
the Individual Project Checklist, located in the Lecture’s Folder, when
designing your project. This will help
to ensure that requirements are not missed.
Please send final
project to: Tracy Djani, 515 Scarlet Oak Drive, Fountain Inn, SC
29644. If you want your project
returned, please include a prepaid postage, self-addressed envelope. Keep a copy for your records. If preferred, lesson outline and Power
Point CD may be submitted by digital dropbox.
NOTE: Assignments that are fully developed and
detailed, double spaced, 1” margins, 12 point size, organized, grammar and
spell checked, well written, adhere to guidelines, and submitted on time earn
full credit. Complete reference information
must be provided for all materials cited according to APA style guidelines, or
similar. Lower grades are earned by not
meeting these expectations.
POINT VALUES FOR THE COURSE
ASSIGNMENTS
ASSIGNMENT PERCENT TOTAL 100 POINTS
Individual/Team:
(100%)
GRADING FORMULA
TOTAL POSSIBLE POINTS: 100
The following chart shows how course points or percentages equate to
grades. The formula is based on a
100-point scale. To calculate letter
grades involving fractions of points, I will “round up” for .5 or higher and
“round down: for .49 or lower.
Here is the
grading Scale that I will follow for this course program:
·
100-94- A
·
93-90- A-
·
89-87- B+
·
86-84- B
·
83-80- B-
·
79-77- C+
·
76-74- C
·
73-70- C-
·
69-67- D+
·
66-64- D
·
63-60- D-
·
59-<- F
About the Instructor
Tracy Djani, ND, MH, MAED/e-Education, RDH, CNHP, CS, CG, CEIT, CCH,
has been a dental hygienist in both private and pediatric practices for over 17
years. In that time, she began her
teaching career as a clinical instructor at
She received her MAED/e-Education from the
In 2006,
She remains active in a Pediatric practice, as well as her own private practice,
with further studies into the fields of Detoxification and Breast Health. She is also currently involved in developing
and designing the first online Equine Iridology Course Program. Future plans are to continue to design
additional course programs online and lecture for Natural Health fields.