MOHAWK VALLEY COMMUNITY COLLEGECENTER FOR LIFE AND HEALTH SCIENCES

NU201Nursing 3

Threats to Basic Human Needs Throughout the Life Cycle

Fall 2012

Revised 5/12

TABLE OF CONTENTS

COURSE DESCRIPTION....................................................................................................................... 3

COURSE OBJECTIVES.......................................................................................................................... 4

OBJECTIVES FOR LEADERSHIP/MANAGEMENT.........................................................................5

SERVICES TO STUDENTS WITH DISABILITIES.............................................................................6

ACADEMIC INTEGRITY POLICY...................................................................................................... 7

NU 201 REQUIRED TEXTBOOKS........................................................................................................ 8

EXIT SKILLS COMPETENCIES......................................................................................................... 9

METHOD OF EVALUATION............................................................................................................. 10

CRITERIA FOR PATIENT TEACHING PROJECT..........................................................................11

OBJECTIVES FOR PATIENT TEACHING PROJECT....................................................................12

EVALUATION FORM FOR TEACHING PROJECT………………………………………………..

13

EXAMINATION SCHEDULE.............................................................................................................. 14

COLLEGE PRACTICUM SCHEDULE............................................................................................... 15

LECTURE CONTENT.......................................................................................................................... 16

LECTURE SCHEDULE........................................................................................................................ 17

RULES FOR DOSAGE CALCULATION…………………………………………………………….. 18

DIVERSITY AND GLOBAL VIEW……………………………………………………………….. 19-20

SUSTAINABILTY STATEMENT…………………………………………………………………….. 21

CLASSROOM ETIQUETTE……………………………………………………………………….. 22-24

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COURSE DESCRIPTION

Course Number and Title: NU201 Nursing 3Threats to Basic Human NeedsThroughout the Life Cycle

Course Credit and Hours: 12 Credits6.0 Hours Theory/Week10.0 Hours Clinical/Week2.0 Hours College Practicum/Week

Placement in Curriculum: Fall Semester(Time Block: 16 weeks)

Pre/Co-Requisites: See the MVCC College Catalog and MVCC Nursing Student Handbook

Course Description: NU201 Nursing 3 C-6, P-12, Cr-12(Threats to Basic Human Needs Throughout the Life Cycle: Part 1)This course focuses on the pathophysiologic and psychosocial responses in clients experiencing disruptions in oxygenation, nutrition, and metabolic function. It analyzes the role of the professional registered nurse in assisting clients to adapt to these stressors. The nursing process, Maslow’s Hierarchy of Needs theory and critical thinking are integrated to meet the needs of the client experiencing a disruption in a medical/surgical setting. Concepts of nursing leadership and management are applied in providing care for a group of clients. A clinical practicum in a medical/surgical setting provides opportunities to assess and meet the needs of selected clients throughout the life cycle. Prerequisites: NU101 Nursing 1, NU111 Nursing Pharmacotherapeutics 1, NU102 Nursing 2A, NU103, and Nursing 2B, with a minimum grade of 74.5 or advanced standing; BI216 Human Anatomy & Physiology 1 and BI217 Human Anatomy & Physiology 2 with a minimum grade of 70; ED100 College

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Seminar. Corequisite: BI201 Microbiology. (Fall Semester)

Disclaimer Statement: The content of this syllabus is subject to change at discretion of the course instructors

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COURSE OBJECTIVES

Upon successful completion of this course the student will:

1. demonstrate caring behaviors when interacting with one or more clients, families, members of health care teams, peers, and faculty/staff in the medical-surgical setting.

2. implement strategies used in response to stress and adaptation in selected clients.

3. implement strategies to meet the identified needs of selected clients.

4. examine the health/illness continuum as it relates to commonly recurring health problems.

5. utilize effective therapeutic communication in the care of one or more selected clients in the medical-surgical setting.

6. demonstrate appropriate nursing interventions to promote a therapeutic environment for one or more selected clients in the medical-surgical setting.

7. implement therapeutic nursing skills related to the care of one or more selected clients in the medical-surgical setting.

8. integrate legal/ethical principles when implementing nursing care for one ore more selected clients in the medical-surgical setting.

9. implement the principles of growth, development and maturation in caring for one or more selected clients in the medical-surgical client.

10. employ critical thinking skills when formulating a comprehensive care plan for one or more selected clients with complex health care needs.

11. compare/contrast the principles of nursing leadership/management in the medical-surgical setting.

12. assess the sociological, psychological, spiritual and cultural responses manifested by selected clients requiring health care.

13. implement nursing care with consideration of the cultural diverse client population.

14. collaborate with client, family, staff and members of the health care team.

15. discuss the use of information technology in the health care system.

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OBJECTIVES FOR LEADERSHIP/MANAGEMENT

Upon successful completion of this course the student will:

1. list the personal attributes of an effective leader.

2. compare and contrast the role of leader/manager.

3. identify barriers to leadership.

4. differentiate between the five nursing care delivery strategies.

5. describe common characteristics of any culture.

6. compare and contrast values and beliefs about illness that affect management of nursing care interventions involving clients from specific cultures.

7. identify principles of team building.

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SERVICES TO STUDENTS WITH DISABILITIESDisability Services

Mohawk Valley Community College

The Disability Service Office coordinates and/or provides accommodations and services to MVCC students with disabilities, whatever those disabilities might be. This includes, but is not limited to, individuals who are blind, deaf, learning disabled or mobility impaired, those with chronic health impairments such as epilepsy or diabetes, and those with psychiatric disabilities.

The services provided depend on the individual involved. In some cases, this might simply mean providing someone to talk about concerns, advice about scheduling courses, or information about community service providers. At other times, it could involve the provision of enlarged print materials, assistance in locating a note taker, or the coordination of alternate testing arrangements. In all cases, the goal of the office is to help ensure that students with disabilities have equal opportunity to participate, to compete and to succeed at MVCC.

The coordinators for students with disabilities would appreciate hearing from anyone in the class who has any type of disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) which may require some special accommodation. The coordinators will determine your eligibility for these accommodations, and provide appropriate services and aides available through the college.

Students with disabilities should see one of the disability services providers listed below to discuss services and accommodations:  

Utica CampusAcademic Building Room 153

315-731-5702or

315-792-5413

Rome CampusPlumley Center Room A30

315-334-7718

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TEACHING STRATEGIES

Lecture, discussion, critical thinking exercises, role play, demonstrations, return demonstrations, multimedia presentations, guest speakers, analysis of case studies, scenarios, internet, and computer instruction, teaching days, assigned seminars.

ACADEMIC INTEGRITY POLICY The student cannot:

1. ask for, give, or receive help during tests, examinations, or quizzes or other evaluations.

2. utilize books, papers, computer-based media or other materials and equipment during tests, examinations, quizzes or other evaluations.

3. engage in plagiarism by submitting or using another person’s oral, written or internet work. All sources of material must be cited.

4. use any writing utensils, recording devices or cell phones during examination review.

The student will be allowed:

1. to use one highlighter during exam review.

Any violation of academic integrity will result in disciplinary action up to and including dismissal from the MVCC nursing program.

EMAIL STATEMENT

Communication is often transmitted through MVCC email. All students have accounts through MVCC. Please check email accounts frequently. To access email:

1. go to www.mvcc.edu

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2. choose “email: student access” from drop down box

3. Log ina. User Name: first initial, last name, day of your birth (ex. pfess09)b. Password: last four digits of your social security number

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NU 201 REQUIRED TEXTBOOKS

Deglin, J.H., & Vallerand, A.H. (2010). Davis’s drug guide for nurses (12th ed.). Philadelphia, PA: F.A.

Davis Company.

Hockenberry, M., & Wilson, D. (2009). Wong’s essentials of pediatric nursing (8th ed.) St. Louis, MS:

Mosby Elsevier.

Ignatavicius, D. & Workman, L. (2010). Medical surgical nursing, vol. 1 (7th ed.). Medical surgical

nursing. St. Louis, MS; Saunders Elsevier.

Ignatavicius, D. & Workman, L. (2010). Medical surgical nursing, vol. 2 (7th ed.). Medical surgical

nursing. St. Louis, MS; Saunders Elsevier.

Lynn, P., (2008). Taylor’s clinical nursing skills: A nursing process approach (3rd ed.). Philadelphia, PA:

Lippincott, Williams, & Wilkins.

Smith-Temple, J. & Johnson, J. (2006). Nurses’ guide to clinical procedures (5th ed.).

Philadelphia, PA: Lippincott, Williams, & Wilkins.

Van Leeuwne, A., & Poelhuis-Leth, D. (2009). Davis’s comprehensive handbook of laboratory and

diagnostic

tests with nursing implications (3rd ed.). Philadelphia, PA: F.A. Davis Company.

Whitehead, D., & Weiss, S. (2010). Essentials of nursing leadership and management (5th ed.).  Philadelphia,

PA: F.A. Davis Company. 

Recommended

Gaglione, T., Zerwekh. J. Clayborn, J. C. & Miller, C. J. (2005) Memory notebook of nursing:

Pharmacology & diagnostics. Ingram, TX: Nursing Education Consultants.

Silvestri, L. A. (2008). Comprehensive review for the NCLEX-RN Examination (5th ed.). St. Louis, MS:

Saunders Elsevier.

Zerwekh, J., Claborn, J., & Miller, C. J. (2008). Memory notebook of nursing, vol. 1 (4th ed.). Ingram, TX:

Nursing Education Consultants.

Zerwekh, J., Claborn, J., & Miller, C. J. (2007). Memory notebook of nursing, vol. 2 (3rd ed.). Ingram, TX:

Nursing Education Consultants.

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EXIT SKILLS COMPETENCIES

1. Observe/Perform Admission/Discharge/Transfer

2. Manages the Peri-Operative Clienta. Anti-Embolitic Devicesb. Splintingc. Central Venous Access Deviced. Pre-Op Check Liste. Post-Op Ambulationf. Sterile dressing with draing. NG tube Insertion/Irrigationh. Respiratory Managementi. Pain Managementj. Drainage Devices

3. Performs Effective Client Teaching

4. Electronic Documentation

5. Manages IV Infusion

6. Manages IV Administration Systems: a. PRN Lockb. Extension tubingc. Secondary tubingd. Filterse. Infusion Control Device

7. Administers Parenteral Medicationsa. Peripheral lineb. Central Venous Access Device (CVAD)

8. Manages the Client Receivinga. Epidural Analgesiab. Patient Controlled Analgesia (PCA)

9. Manages Blood/Blood Product Components

10. Performs Body Fluid Specimen Collection

11. Performs Skin Care/Wound Management

The student is responsible for demonstrating competency in previously

learned skills.

12. Manages Nutritional Needs of the Clienta. Tube Feedingb. Bolus/Intermittent/Continuousc. Parenteral (TPN, PPN, Lipids)

13. Insertion and irrigation of NG tube

14. Manages the Oxygenation Needs of the Clientsa. Nasal Cannula/Masksb. Chest Tube Management

15. Performs Accurate Medication Dosage Calculation

16. Manages care for one or more selected clients

17. Functions as a Team Leader

18. Demonstrates Transmission Based Precaution

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METHOD OF EVALUATION

1. Five (5) Unit Exams and one (1) Comprehensive Final Total average of 6 exams=for a total of six (6) exams 100%

2. Teaching Project PASS/FAIL

3. Skill Test – Week 10 (Oct. 22 – Oct. 27) PASS/FAILa) Management of Primary IV with Administration of IV Medication via Mini Bagb) Administration of IV Medication via CVADc) Administration of Blood

4. Mid-Semester Clinical Evaluation (Oct. 8-Oct. 13) PASS/FAIL

5. Skills Test – Week 13 (Nov. 12- 17) PASS/FAILInsertion of Nasogastric tubeIrrigation of Nasogastric tubeApplication of Dry Sterile Dressing

6. One Diversity Global View Tutorial PASS/FAIL

7. FINAL CLINICAL EVALUATION (Dec. 3-8) PASS/FAIL

GRADING SYSTEM IN NURSING

A = 89.5 – 100 B= 79.5-89.4C = 74.5 - 79.4 D= 64.5-74.4 F = less than 64.5

IMPORTANT

There will be 75 questions on all exams including the Final. All exams must be completed in 1.5 hours (90 minutes)ALL unit exams will be taken at 10am by ALL sections. Rome students will take in Rome and Utica students (both 10am and 4:00pm lectures) will take at one time – 10amEach unit exam will contain a minimum of 10 medication questions; 5 will be calculation and 5 will be pharmacologyEach unit exam will contain a minimum of 2 management/leadership questionsAll nursing examinations must average a 74.5% to successfully PASS the courseThe final exam will not be reviewed

CRITERIA FOR PATIENT TEACHING PROJECT

The student will:

1. be assigned a topic from NU201 outline by clinical instructor on week 3 (Sept. 4-8).

2. return the objectives for the Teaching Project on week 4 (Sept. 10-15).

2. create a teaching tool to present in clinical post conference.

3. identify the resources in the community relevant to the topic.

4. begin presentation as scheduled by instructor starting week 5 (Sept. 17-22).

5. present a minimum of ten (10) minutes, maximum of twenty (20) minutes.

6. notify clinical instructor one (1) week prior to scheduled presentation date with equipment needs.

7. be evaluated by clinical instructor.

8. receive a pass/fail from clinical instructor.

9. cite references using APA format.

10. revise areas of concern if evaluation is less than 4%.

IMPORTANT

Suggestions for teaching project include, but are not limited to: posters, videos, pamphlets, and computer presentations.

Failure to meet any of the required deadlines will result in a Student Clinical Conference.

Failure to complete the Teaching Project will result in a clinical failure.

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OBJECTIVES FOR PATIENT TEACHING PROJECT

Student: _____________________________ Date ____________________________________

Clinical Instructor: ____________________ Clinical Site: ______________________________

Topic: _______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Presenter: single presenter: ____________________________

Three references cited in APA format: (Texts, journals, reputable internet sources):

1.

2.

3.

Three Learning Objectives:

1.

2.

3.

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Faculty’s signature: _____________________________________

Date of Presentation: ____________________________________

Patient Teaching ProjectEvaluation Form

Topic: ____________________________ Date: ________________________Presenter: ________________________ Grade: _______________________

The presenter will be evaluated on five criteria; (1)creativity, (2)format, (3)content, (4)active participation and (5)references. Minimum of 4% is required to pass.

Creativity (1%):Comments______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Format/appearance of presentation (1%):Comments______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Content: As it applies to the community/patient population (1%):Comments______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Active participation/engaging your audience (1%):Comments_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_____________________

References (1%):Comments______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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EXAMINATION SCHEDULE

ALL UNIT EXAMS WILL BE TAKEN AT 10 amRome students will take Unit Exams in Rome Utica students (10am and 4:00pm) will take Unit Exams in Utica. The location for the Utica Exams will be the IT Theatre.

Week Date Focus

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Wednesday, September 5

Unit 1

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Monday, October 1st

Unit 2

10

Wednesday, October 24th

Unit 3

13

Monday, November 12

Unit 4

16 Wednesday, December 5th Unit 5

Final Exam: TBD

COLLEGE PRACTICUM SCHEDULE

Students are required to review skills in the Lynn skill text.Students must arrive for lab with lab coat, second year bag, skills text, and critical element packet. Failure to comply will result in a mandatory makeup and a Clinical Conference.

WEEK TOPIC

1 Perioperative Management and PCA2 & 3 IV Management

Administration of Medication via Mini-bagAdministration of Medication via CVAD

4 Oropharyngeal SuctioningChest Tube Management 02 Delivery Devices

5 Blood Administration6 Dry Sterile Dressing with Drain7 Nasogastric Tube Insertion/Irrigation8 Heparin Drip/Enteral and Parenteral Nutrition9 Ostomy Management/Wound Care10 Skill Testing (No Clinical/No labs this week)

Management of Primary IV with Administration of IV Medication via Mini-bagAdministration of IV Medication via CVADAdministration of Blood

11 Leadership ManagementManaging Leading and Following

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Developing the Role of Leader12 Leadership and Management

Healthcare Delivery Systems13 Skill Testing (No Clinical/No labs this week)

Insertion of Nasogastric TubeIrrigation of Nasogastric Tube Application of Dry Sterile Dressing Monday, November 12 th Mandatory Guest Lecture: Missy Bequia Attendance will be taken. Failure to attend will be considered a NO CALL NO SHOW and therefore a Clinical Jeopardy. There will be offerings on both the Utica and Rome Campus. Utica Campus: 2pm in IT Theatre and Rome Campus 6pm in Plumley Complex (PC) Auditorium.

14 Leadership and ManagementCultural Diversity in HealthcareCommunicating Effectively

15 Leadership and ManagementBuilding Teams through Communication and Partnership

16 Program Evaluation/Clinical Evaluation

LECTURE CONTENT

Unit

I Application of the Nursing Process related to cultural diversity

Application of the Nursing Process in the Perioperative Experience

II Application of the Nursing Process in assisting a client with a Disruption in

Oxygenation

III Application of the Nursing Process in assisting a client with a Disruption in

Oxygenation Transport

IV Application of the Nursing Process in assisting a client with

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a Disruption in Nutrition

V Application of the Nursing Process in assisting a client with a Disruption in

Metabolism

LECTURE SCHEDULEWEEK

DATE TOPIC REQUIRED PREPARATION

1 8/20

8/22

Mon. UNIT I Perioperative ExperienceWed.

Read: Wong, Chp.7 (pg. 158-166), Chp. 21, Chp. 22 (pg. 686-706)Iggy, Chp. 1, 3, 5, 13, 14, 16, 17, 18

2 8/278/29

Mon.Wed.

Complete DGV Tutorial: Mexican Culture Health and Illness located on Blackboard

3 9/39/5

Mon. NO CLASS LABOR DAY Wed. Exam I – 10amUNIT II Begin Oxygenation (Respiratory)

Read: Wong, Chp. 22 (pg. 738-745), Chp. 23Iggy, Chp 29, 30, 31, 32, 33, 34

4 9/109/12

Mon. Wed.

5 9/179/19

Mon. Wed.

6 9/249/26

Mon. Wed.

Read: Wong, Chp. 25, 26Iggy, Chp. 35, 36, 37, 38, 39, 40, 41, 42

7 10/1 Mon. Exam II - 10am

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10/3

UNIT III Begin Oxygen Transport (Cardiac) Wed.

8 10/810/910/10

Mon. NO CLASS COLUMBUS DAYTuesday is Monday ScheduleWed

9 10/1510/17

Mon. Wed

10 10/22 10/24

Mon. Wed. Exam III- 10am UNIT IV Begin Nutrition

Read: Wong, Chp. 24Iggy, Chp. 55, 56, 57, 58, 59, 60, 61, 62, 63

11 10/2910/31

Mon. Wed

12 11/511/7

Mon.Wed.

13 11/12 11/14

Mon. Exam IV-10am UNIT V Begin Metabolism Wed.

Read: Wong, Chp. 29Iggy, Chp. 64, 65, 66, 67

14 11/1911/21

Mon. Wed No Class – Thanksgiving Break

15 11/2611/28

Mon. Wed.

16 12/312/5

Mon.Wed. Exam V-10am

Rounding Rules for Dosage Calculation and IV Infusion

Whole Numbers:

Dosages in whole numbers should never be followed with a decimal point and zero.  Example:  

4 mg PO (Correct) 4.0 mg PO (Incorrect)

Basic Rounding:   Decimals Remember:

Rounding to the nearest tenth: If the last digit is equal to or > 5 round up. Ex: 1.57 mL= 1.6mLIf the last digit is < 5 round down.          Ex: 1.54 mL= 1.5mLRounding to the nearest hundredth:If the last digit is equal to or > 5 round up. Ex: 0.686mL=0.69mL

Round at the end of the problem.

The exception to this rule is when you are converting

pounds to kg. Always convert to kilograms first then complete calculation.

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If the last digit is < 5 round down.    Ex: 0.543mL = 0.54mL

Converting pounds to kilograms: Testing IssueRound to the nearest 10th

1 kg = 2.2 pounds

Example:   120 pounds = 54.54 kg = 54.5 kg

Calculations will be scored as incorrect if there is improper rounding or labeling.               

Milliliters:Dosage Less than 1 mL

Calculate to three places then round to the 100th and place a zero in front of the decimal point. Ex: 0.376 = 0.38 mLEx: 0.563 = 0.56 mL

Dosage Less than 1 mL

If dosage calculation is in the 10th place you must precede

the decimal point with a zero.

Ex:  .4 mL= 0.4 mL        .8 mL = 0.8 mL

Greater than 1 mL

If the answer is > 1mL round to the nearest 10th.

Ex: 1.57 = 1.6 mL

Tablets:Tablets, as a rule, can be given whole or broken into halves, if scored.

Converting Apothecary to Metric:Conversion not always equal from grains to milligrams. Grains1 = 60-65mg

Ex:     ASA gr V = ASA 325 mgPhenobarbital gr ½ = Phenobarbital 30 mgNitroglycerine gr 1/200 = Nitroglycerine 0.3 mg (60 divided by 200)

IV Calculations:Intravenous infusions are calculated in drops per minute (gtt/min) for gravity flow and milliliters per hour (mL/h) via infusion pump. Ex: gravity flow – round to nearest whole number. (Formula: Volume of solution X Drop Factor of tubing divided by time in minutes.) 100 mL X 20 gtts divided by 60 minutes =33.33 = 33 gtt/minuteEx: IV pump – round to the nearest whole number. 1000 mL to infuse over 12 hrs. 1000 divided by 12 = 83.33 = 83 mL/hour

IMPORTANT:The Nursing programs Rules for Dosage Calculation apply on all exams

DIVERSITY AND GLOBAL VIEW (DGV)

Who has to complete this graduation requirement?

Answer: Beginning in the fall of 2008, all incoming students, students who change their majors and re-matriculated students must fulfill the Diversity/Global View requirement for graduation.

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What do students have to do to fulfill this requirement?

Answer: Most students pursuing an Associate´s Degree must complete ONE course required in their major, four tutorials found in Blackboard online, and attend four DGV approved events. Typically, students pursuing Certificates must complete two tutorials and attend two DGV approved events. As one of the required tutorials, students must complete the tutorial "Introduction to Diversity and Global View". It is important to note that these are "generic" requirements. Please check with your advisor to make sure that these are the requirements that apply to your specific program.

How does MVCC know if I complete these requirements?

Answer: Tutorial completions and your scores are automatically recorded in Blackboard. You must obtain a score of 80% on a tutorial for it to count. Every student automatically has an account in Blackboard when they register for classes at MVCC. Attendance D/GV approved events is tracked and recorded through a swipe card system. Bring your College ID to these events so it can be swiped!

How do I know if an event is an approved DGV (Diversity/Global View) event?

Answer: Some events are sponsored by the College Cultural Committee and their brochures are available at many locations around campus. That committee´s DGV approved events are indicated by the DGV logo. Also, watch for posters around campus advertising other DGV approved events.

How do I access the DGV tutorials on Blackboard?

Answer: How to Get to the DGV Tutorials:

Go of the MVCC Home Page.

Go to the menu on the bottom of the left hand side and click on MV Online Blackboard.

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Then sign in with your username and password as you would sign on to the computers in the computer labs. [Username = first initial + last name + day of birth (ex. Msmith04) and Password = the last 4 digits of your social security #.You will then get to the Blackboard home page.

In the upper right hand corner you will see a list of online courses in which you are "enrolled".

Click on Diversity and Global View. Now you will be at the Diversity/Global View menu.

Go to the top left hand side and click on tutorials. Now you will get a list on tutorial topics.

Select a topic, click and then select a tutorial from those listed under that topic.

Click on it, read it, get to the end and launch the quiz.

When you finish the quiz, go to "course tools", click and then choose grade report to get your score. If you need to print your score, you can do so by clicking on the quiz and then clicking on print.

Sustainability Statement

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                Mohawk Valley Community College is committed to development and implementation of a comprehensive sustainability plan. To that end, we are beginning by asking students, faculty, and staff to actively participate in energy conservation measures and proper recycling on campus. The blue bins located in classrooms, and offices are for paper and paper products only. All plastic, metal and glass containers should be placed in the proper recycling bins located in the hallways. Please remember to empty them before depositing them. Any materials that cannot be recycled should be place in garbage cans. It is also important to turn off lights and computers when leaving a room. Together we can make an impact on conserving our resources. Remember to reduce, reuse and recycle!  

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CLASSROOM ETIQUITE FOR NU 201

Etiquette is the lubrication that keeps our interactions reasonably harmonious. It is "situation dependent." Behavior that is perfectly acceptable among friends might not be acceptable in church, for example. It has come to our attention that a number of students are unaware of classroom customs at a college. These things are important to us all, both to prevent disturbance to others working hard to do well and to prevent embarrassment. This college is open to enrollment by any serious student. But the taxpayers of New York, who pay for the cost of running this institution, did not intend that we create a day care facility for silly children who don't understand that they are out of High School and that the rules have changed.

At the risk of seeming a hairy ugly "Miss Manners," we have outlined below a few key themes. These should be committed to memory by those who do not already know them. These refer to "public" offences. You are warned that we will address any blatant violation firmly and directly at the moment it occurs.

1. Attendance. Students are expected to attend all classes. Penalties for absences are left to the discretion of individual instructors. Students are held accountable for all assignments in each course, whether or not the assignments were announced during an absence. By enrolling in a course, a student tacitly accepts the responsibility of participating in the classroom educational experience. Actual physical presence (with any resulting verbal interaction between instructor and student) can be as necessary to understanding the course's subject matter as completing homework assignments. The attitude that "I paid my money -- I have the right to skip class if I want" betrays a "consumerism" approach to education rather than the cooperative, interactive process that education has been traditionally seen to be. The "attendance optional" attitude may unconsciously be related to the "entertain me"-attitude of many TV watchers. This sort of attitude disassociates the viewer from the "action" taking place and thus the viewer has no qualms about skipping a TV program occasionally or regularly, particularly if the viewer is not being "entertained" by the program. An alternative image is to use the "health exercise" image in which a person participates in an activity not because it is always a pleasant experience, but because the person is convinced that active participation will provide benefits that far outweigh any inconvenience or momentary unpleasantness.

Students are expected to contact their instructor if they miss a class prior to class if possible.

2. Do not show up late.If you must disturb the class in this way on a given day (stuck in traffic or something) you should be unobtrusive about your entry."Better late than never" should not be the operative proverb that justifies coming to class late and entering the classroom after the instructor has begun the class lecture. Although at some

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social gatherings, it may be permitted to be "socially late," most rules of behavior applicable to professional situations (e.g., medical appointments, job interviews, etc.) consider tardiness as unacceptable behavior. The instructor therefore reserves the right to refuse late entry to the chronically tardy. One cannot control one's arrival time if one's car breaks down or if the immediately previous class runs over. Normally, however, students should plan on arriving on time.

Entering the classroom after the instructor's presentation has started can be distracting both to the instructor as well as to other students, especially if the person arriving late walks across the length of the classroom between the instructor and the assembled students. Those who come late should seat themselves as close to the entrance as possible and avoid any sort of disruption.

Students who arrive late should consult other students about any announcements made at the beginning of class.

3. Do not chat with thy neighbor during class. Most instructors don't mind if you whisper to your neighbor something like "Is this from section 2.2? When the group is focused on a topic, individual conversations between students, even about that topic, are disruptive and rude.

If someone has a question about something the instructor wrote on the board or some statement, it is preferable to ask the instructor. If one person is confused, there are probably a half dozen other people who are also equally confused but afraid to admit it. The person with enough courage to ask a question publicly to the instructor may, in fact, be considered a hero by those who wished that someone would ask that question.

Normally, raising a hand suffices to draw the attention of the instructor to the student who has a question. In those cases where an instructor may be having a (seeming) one-on-one conversation with the blackboard and does not notice the presence of a raised hand, a gentle "Question!" spoken by the student would actually be appreciated by many faculty members.

Every student in the class has equal rights in the class. Therefore, no one should monopolize the instructor's time to the detriment of the educational environment. If a student has many questions, that student should probably consult with the instructor during office hours rather than asking questions in class.

4. Do not get up and walk out halfway through class.It disturbs people and gives the unmistakable impression that you don't respect the class, the other students and the instructor. Taking a cell phone call or answering a page does not constitute emergencies. If you cannot follow this rule do not take this class. Exceptions will be made for documented disabilities.

Students should not normally leave or re-enter the classroom during the class period. Doing this can be distracting, and can give the impression that you do not respect the educational process taking place.

If illness or medication has affected your digestive rhythm or kidney functioning, and you realize that it may be necessary for you to leave during a class period, please arrive early enough to sit close to a door so that you may leave and return with a minimum of disturbance.

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5. Do not cut the instructor off at the end of class.Please do not start putting books away, closing up notebooks, and zipping up book-bags 5 minutes before the official end of class. This can be disruptive and distracting to both the instructor and classmates. The instructor has the right to finish his or her thought at the end of the class period and conclude the class in an orderly manner without people standing up and walking out. (There is a separate list of rules for instructors. On that list is a rule that says "Do not routinely keep students more than a minute or two after the official end of the period.")

6. Do not ask the instructor to go over again material you missed because you skipped a class.

7. All cell phones (including text-messaging feature) and pagers must be turned off during class. If observed using a cell phone the student will be dismissed from the class. Student is accountable for obtaining class content.

IMPORTANT

These rules are subject to modification and expansion. When in doubt, ask the instructor.

We often accept violations of rules 1 and 2 in favor of a student with a very good reason. Examples of bad reasons to ask for exceptions are too numerous to begin listing. Examples of a good reason are: a) difficult day care arrangements b) some employment scheduling problems c) sick child d) other emergencies.

Once again, if an exception is being made for you, try to be as unobtrusive about it as possible. Thank you and let’s have a GREAT semester!!!

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