NEW MEXICO JUNIOR COLLEGE

MISSION STATEMENT

Pathophysiology II

SYLLABUS

  1. GENERAL COURSE INFORMATION
  2. A. Course Title: Pathophysiology II
    B. Course Number: NU 103A - 10247
    C. Semester: Spring 2017
    D. Days/Time: M 1:00:00 PM - 4:00:00 PM
    E. Credit Hours: 3
    F. Instructor: Allen, Shannon
    G. Office: none
    H. Email Address: sallen@nmjc.edu
    I. Office Phone: none
    J. Office Hours: Monday: 8:00:00 AM-5:00:00 PM (MST);
    Tuesday: 8:00:00 AM-5:00:00 PM (MST);
    Wednesday: 8:00:00 AM-5:00:00 PM (MST);
    Thursday: 8:00:00 AM-5:00:00 PM (MST);
    Friday: 8:00:00 AM-5:00:00 PM (MST);
    Messages left on canvas will be responded to daily during the week. Messages over the weekend will be responded to on Monday morning.
    K. Time Zone: Mountain Time
    L. Prerequisite(s): BI 224A Anatomy and Physiology II, NU 103 Pathophysiology I
    M. Corequisite(s):
    N. Class Location: MC136
  3. COURSE DESCRIPTION

    This course is a continuation of Pathophysiology I and focuses on the basic understanding of pathophysiology associated with professional health care practice for nursing students. Diseases and conditions of greatest incidence, prevalence, and importance are studied across the lifespan. Course content is presented using a conceptual learning model. The relationships between body systems, organs, tissues, cells, and the underlying concepts associated with human pathophysiology are discussed. Normal structure and function of the cells, pathophysiological mechanisms, and iatrogenic injury to the cells of specific c body systems are examined. Risk factors and clinical findings of specific diseases are discussed. Cultural, ethnic, and racial variations of anatomy, physiology, and pathophysiology of specific diseases are studied. This is a three credit hour course. Prerequisite: BI 224A Anatomy and Physiology II, NU 103 Pathophysiology I

  4. COURSE RATIONALE / TRANSFERABILITY

    NU103 will transfer to most two and four year colleges for credit. Information concerning articulation agreements with regional colleges and universities can be obtained at the NMJC Counseling Office. It is important to check with the institution to which you are planning to transfer to determine transferability. Planning for course credit transfer is ultimately the student's responsibility. All students are encouraged to keep the course syllabus as it will help determine the transferability of this course credit to another institution.

  5. REQUIRED / SUGGESTED COURSE MATERIALS

    Required:

    TEXTBOOKS:
    Banasik, Jacquelyn, and Lee-Ellen Copstead. Pathophysiology. Fifth ed. St. Louis Mo: Elseviere, Saunders, 2014. Print. ISBN: 978-1-4557-2650-9

    Banasik, Jacquelyn L., Lee-Ellen. Copstead, and Lee Ellen. Copstead. Study Guide: Pathophysiology, 5th Edition. St. Louis, MO: Elsevier, Saunders, 2014. Print. ISBN: 978-1-4557-3312-5

    Elsevier Bundle ISBN: 9780323515221

    Colored map pencils

    Suggested:

    NoneSilvestri & Silvestri, Saunders 2016-2017 Strategies for Test Success, 4th edition. (2015) Saunders/Elsevier. ISBN: 9780323296618

    Silvestri, NCLEX RN Comprehensive Review, 6th edition. (2013) Saunders/Elsevier. ISBN: 9781455727551

    You can buy your books online at the NMJC Bookstore.

  6. GRADING POLICY

    Students attending New Mexico Junior College will be evaluated according to the following grading scale:

    						90 - 100%	=	A
    						80 -  89%	=	B
    						70 -  79%	=	C
    						60 -  69%	=	D
    					 	 0 -  59%	=	F
    

    Grades will be calculated by the following:

    75% = Unit Exams (5 unit exams worth 15% each)
    15% = Final Exam (100 questions)
    5% = Pre-lecture Practice Question Assignments (1 per unit, total of 5)
    5% = Attendance

    Grades are not rounded. The student gets exactly the grade earned.



    Unit Exams & Comprehensive Final Exam

    Students are required to take the unit exams in class during the assigned date and time. Students who fail to take an exam during that time will not be allowed to make that exam up unless proof of extenuating circumstances is given. Students who miss an exam must take it prior to the next class meeting, or will not be allowed to make it up and a zero will be given. Exams taken late will have 10 points deducted, and will be an alternate format. It is the responsibility of the student to contact the instructor and submit proof of extenuating circumstances and arrange a make up test date in the Test Center prior to the next class date.

    A comprehensive final exam will be administered in the Testing Center on Canvas during the date/time as stated in NMJCs spring course schedule. Students are responsible for checking the testing center hours during the week of the exam and need to arrive at least 90 minutes before closing, or they will not be allowed to take the exam. Please make an appointment for your Final Exam, in person, to ensure a time is reserved for you, as this is a busy time for exams. NO EARLY administering of the final exam is permitted except in an emergency AND permission from the Dean must be granted. To keep disruptions to a minimum during testing, students are requested to be on time and remain in the testing area until their test has been submitted (e. g. no bathroom breaks). NO electronic devices are allowed.


    Pre-Lecture Practice Questions Assignments

    Prior to the last class of each unit, you will need to complete a Pre-lecture Practice Questions Assignment on your own time on Canvas. The first Practice Questions Assignment is due before the second class of the semester. These assignments are designed to help you come to class prepared for lecture/discussion/classroom activities. Assignments will not be accepted late. A grade of zero will be given for any assignment not completed on time. No exceptions.

    Dates and times for Unit Exams and Practice Question Assignments are listed in the Course Agenda, in Canvas.

    Attendance
    Attendance for each class session is mandatory and role will be taken at the beginning and in the middle of each class in canvas. All absences, excused or unexcused, will be counted as an absence in the attendance grade. Leaving any class before being dismissed by the instructor will count as an absence and you will not receive credit for attendance that day. More than 30 minutes of class time will count as an absence for that day, regardless of the reason.

  7. INSTITUTIONAL STUDENT LEARNING OUTCOMES

    New Mexico Junior Collegeís institutional student learning outcomes represent the knowledge and abilities developed by students attending New Mexico Junior College. Upon completion students should achieve the following learning outcomes along with specific curriculum outcomes for respective areas of study:

    • Communication
      • Comprehend information to summarize, analyze, evaluate, and apply to a specific situation.
      • Communicate in an accurate, correct, and understandable manner.
    • Critical Thinking and Problem Solving
      • Define a problem and arrive at a logical solution.
      • Use appropriate technology and information systems to collect, analyze, and organize information.
      • Apply critical thinking, analysis, and problem solving to data.
    • Self and Community
      • Analyze and reflect on the ethical dimensions of legal, social, and / or scientific issues.
      • Communicate an awareness of a variety of perspectives of ethical issues.
      • Interact with individuals and within groups with integrity and awareness of othersí opinions, feelings and values.

  8. DEPARTMENTAL STUDENT LEARNING OUTCOMES

    At the completion of this course it is anticipated that the student will be able to:

    1. Develop a basic understanding of pathophysiology associated with professional health care practice related to the nursing concepts of self and community awareness, communication, and critical thinking and problem solving.
    2. Identify relationships between body systems, organs, tissues, cells, and the underlying concepts associated with human pathophysiology.
    3. Identify diseases and conditions of greatest incidence, prevalence, and importance across the life span related to health and illness concepts.
    4. Recognize risk factors and clinical findings of diseases of greatest prevalence and incidence across the life span related to health and illness concepts.
    5. Identify the cultural, ethnic, and racial variations of human anatomy and physiology and the diseases of greatest prevalence and incidence in various systems and functions of the body.

  9. SPECIFIC COURSE STUDENT LEARNING OUTCOMES

    Chapter 17 Objectives
    1. Describe the events of the cardiac cycle reflected in pressure and volume changes within the cardiac chambers.
    2. Identify factors affecting the blood supply to myocardial tissue.
    3. Explain how sarcomere cross-bridge formation leads to muscle cell contraction.
    4. Describe the process of excitation-contraction coupling in heart muscle cells.
    5. Explain how action potentials generated and conducted in myocardial and pacemaker cells.
    6. Describe how the electrocardiogram relates to impulse conduction through the heart.
    7. Explain how heart rate, preload, afterload, and contractility affect cardiac output and cardiac workload.
    8. Identify the diagnostic tests used to evaluate cardiac structure and function.

    Chapter 18 Objectives
    1. Describe the role of injury, inflammation, and lipid oxidation in coronary plaque initiation and progression.
    2. Identify the factors that alter the balance between myocardial oxygen supply and demand.
    3. Explain how the clinical features of the coronary heart disease syndromes differ.
    4. Explain how valvular disorders alter cardiac pressure dynamics and workload.
    5. Describe the similarities and differences among the cardiomyopathies and myocarditis.
    6. Distinguish pericarditis and pericardial effusions with regard to cause and significance.
    7. Identify the factors that determine whether a congenital heart defect will produce cyanosis.

    Chapter 19 Objectives
    1. Identify the common predisposing factors for development of heart failure.
    2. Distinguish heart failure with primarily systolic dysfunction from heart failure with primarily diastolic dysfunction.
    3. Explain how the compensatory responses triggered in heart failure work to restore cardiac output.
    4. Describe the clinical manifestations of heart failure.
    5. Explain how preload, afterload, and contractility managed therapeutically in the patient with heart failure.
    6. Describe the characteristic electrocardiographic features of the common cardiac dysrhythmias.
    7. Explain the clinical significance and usual treatment of each of the common cardiac dysrhythmias.

    Chapter 20 Objectives
    1. Identify the common causes of cardiogenic, hypovolemic, obstructive, and distributive shock.
    2. Identify the common cellular and tissue responses to shock of any cause.
    3. Explain how the body tries to compensate for insufficient cardiac output during shock states.
    4. Describe how clinical and hemodynamic findings differ among types of shock.
    5. Describe the role of the immune system in septic shock and the progressive stage of other types of shock.
    6. Explain how shock is managed.
    7. Explain why shock has a high mortality.

    Chapter 21 Objectives
    1. Describe how the structures involved in gas exchange in the lungs differ from conducting structures.
    2. Identify the factors that determine the work of breathing.
    3. Describe how alveolar ventilation and oxygenation are estimated and assessed.
    4. Identify factors affecting the distribution of ventilation and perfusion in the lungs.
    5. Describe how oxygen and carbon dioxide are transported in the circulation.
    6. Identify pathophysiologic factors that might alter ventilation-perfusion matching in the lungs.
    7. Identify the risk factors and complications of pulmonary venous thromboembolism and hypertension.
    8. Describe the various types of pulmonary malignancies.

    Chapter 22 Objectives
    1. Describe the clinical manifestations and common causes of acute airway obstruction.
    2. Describe the role of inflammation in the development of asthma.
    3. Explain how the underlying genetic defect in cystic fibrosis leads to pulmonary and exocrine gland dysfunction.
    4. Explain how smoking causes both the alveolar destruction of emphysema and the bronchial damage of chronic bronchitis.
    5. Describe the rationale for using drugs such as β2 agonists, acetylcholine antagonists, leukotriene inhibitors, corticosteroids, and mast cell stabilizers to manage obstructive pulmonary disorders.
    6. Identify the pulmonary function test abnormalities characteristic of obstructive pulmonary disorders.

    Chapter 23 Objectives
    1. Describe how fibrotic lung disorders develop.
    2. Explain how the pathogenesis of acute (adult) respiratory distress syndrome similar to that of infant respiratory distress syndrome.
    3. Describe how abnormal accumulations in the pleural space affect lung function.
    4. Identify the neuromuscular disorders associated with reduced lung compliance.
    5. Describe the pathogenesis of tuberculosis.
    6. Identify the pulmonary function test abnormalities that are characteristic of restrictive pulmonary disorders.

    Chapter 24 OBJECTIVES
    1. Identify the physiologic and pathophysiologic conditions that predispose an individual to disturbances in fluid intake.
    2. Explain how the compositions of plasma and interstitial fluids differ as well as how they are similar.
    3. Explain what regulates water and electrolyte movement between plasma and interstitial fluids and across cell membranes.
    4. Identify the usual and pathologic routes of fluid exit from the body.
    5. Identify the conditions under which extracellular volume deficit and excess are likely to occur, and describe the characteristic clinical findings.
    6. Identify the conditions under which hyponatremia (water excess) and hypernatremia (water deficit) are likely to occur, and describe the characteristic clinical findings.
    7. Identify the capillary-level mechanisms causing edema.
    8. Describe how arterial blood gas values used to categorize an acid-base disorder as acidosis or alkalosis, respiratory or metabolic, compensated or uncompensated.
    9. Describe the characteristic clinical findings of plasma excesses and deficits of potassium, calcium, magnesium, and phosphate ions.

    Chapter 25 OBJECTIVES
    1. Explain the chemical and functional importance of the bicarbonate buffer system.
    2. Describe the role of the respiratory system in regulating carbonic acid (carbon dioxide).
    3. Describe the role of the kidneys in regulating bicarbonate ion and acids other than carbonic acid.
    4. Explain how the lungs compensate for acid-base imbalances caused by altered levels of metabolic acids.
    5. Explain how the kidneys compensate for acid-base imbalances caused by altered levels of carbonic acid.
    6. Describe how arterial blood gas values used to categorize an acid-base disorder as acidosis or alkalosis, respiratory or metabolic, compensated or uncompensated.
    7. Identify the pathophysiologic conditions that predispose an individual to each of the four primary acid-base imbalances.

    Chapter 26 OBJECTIVES
    1. Describe how the structure of the glomerulus determines the composition of the tubular filtrate.
    2. Identify the factors that determine glomerular filtration rate.
    3. Explain how individual nephrons regulate their glomerular filtration rates.
    4. Describe how solutes and water are transported across the renal tubular epithelium.
    5. Describe the role of the kidney in fluid, electrolyte, and acid-base balance.
    6. Explain how renal function changes across the life span.
    7. Describe how laboratory and diagnostic tests are used to evaluate renal function and disease.

    Chapter 27 OBJECTIVES
    1. Explain how the locations of renal pain, findings on urinalysis, and results of other diagnostic tests are used to differentiate the causes of kidney disease.
    2. Describe how renal tumors are differentiated, detected, and managed.
    3. Distinguish autosomal dominant and autosomal recessive forms of polycystic kidney disease.
    4. Describe the risk factors and clinical findings associated with pyelonephritis.
    5. Identify the physiologic and pathophysiologic disorders that predispose to the formation of renal calculi of differing compositions.
    6. Differentiate the various forms of glomerulonephritis.
    7. Identify the laboratory and clinical findings suggesting a diagnosis of nephrotic syndrome.

    Chapter 28 Objectives
    1. Explain how the prerenal, intrinsic, and postrenal types of acute kidney injury differ in etiology, prognosis, clinical manifestations, and management.
    2. Describe the characteristic clinical and laboratory findings in each of the three stages of acute tubular necrosis (acute intrarenal renal failure).
    3. Explain the relationship between the degree of nephron loss, reductions in glomerular filtration rate, and the stages of chronic kidney disease.
    4. Describe the similarities and differences between acute kidney injury and end-stage chronic kidney disease.
    5. Describe the characteristic findings of uremic syndrome.
    6. Explain how acute kidney injury be prevented, and how it is treated.
    7. Describe the progression of chronic kidney disease is retarded.
    8. Explain how end-stage renal disease is treated.

    Chapter 29 Objectives
    1. Explain how the pathophysiologic characteristics and management of stress, urge, mixed, overflow, and functional incontinence differ.
    2. Describe how congenital abnormalities of the urinary collecting system detected and treated.
    3. Identify the risk factors and clinical manifestations for bladder cancer.
    4. Describe how the manifestations of urethritis, cystitis, and interstitial cystitis/bladder pain syndrome differ.
    5. Explain how stones in the lower urinary tract present clinically.

    Chapter 30 Objectives
    1. Describe the role of Sertoli cells in spermatogenesis.
    2. Explain the function of Leydig cells.
    3. Identify the branch of the autonomic nervous system responsible for penile erection and ejaculation.
    4. Describe which genitourinary structures develop embryologically from the Wolffian ductal system in males.
    5. Explain how the hypothalamic-pituitary gonadotropic hormones influence male reproductive function.
    6. Explain how the processes of capacitation and acrosome reaction affect the fertilization process.

    Chapter 31 Objectives
    1. Identify the common causes of and clinical findings in priapism.
    2. Identify the common causes of primary and secondary impotence.
    3. Describe the usual clinical manifestations and significance of testicular cancer, testicular torsion, cryptorchidism, and hydrocele or spermatocele.
    4. Describe the clinical manifestations that would lead to a suspicion of prostatitis, and how confirmed prostatitis would be treated.
    5. Explain how benign prostatic hyperplasia can be distinguished from prostate cancer.
    6. Identify the clinical manifestations indicative of prostatic enlargement.

    Chapter 32 Objectives
    1. Identify the major structures of the internal and the external female reproductive tract.
    2. Identify the major hormonal events of the female reproductive cycle.
    3. Identify the hormones involved in breast development during pregnancy and lactation, and describe their specific functions.
    4. Identify the physiologic changes associated with pregnancy.
    5. Describe the gestational events occurring in the fetus during each of the three trimesters of pregnancy. Identify the hormonal changes leading to menopause.
    6. Describe the physiologic changes and complications that may result from menopausal hormone deficiencies.

    Chapter 33 Objectives
    1. Identify the differentiating factors of the common menstrual disorders.
    2. Identify the common etiologic factors leading to uterine prolapse, uterine retrodisplacement, cystocele, and rectocele.
    3. Describe how the pain of endometriosis can be differentiated from that of dysmenorrhea.
    4. Explain the rationale for routine Papanicolaou testing for cervical cancer.
    5. List the factors contributing to the high mortality rate of ovarian cancer.
    6. Identify the clinical findings indicating the development of pregnancy-induced hypertension, placenta previa, and abruptio placentae in a pregnant woman.
    7. Explain how benign and malignant breast lumps can be clinically differentiated.

    Chapter 34 Objectives
    1. Describe the characteristic clinical manifestations and lesions of gonorrhea and chlamydial infection.
    2. Describe how the pathologic changes and clinical manifestations of syphilis differ during the incubation, primary, secondary, and tertiary phases.
    3. Distinguish the lesions of herpes simplex, syphilis, and lymphogranuloma venereum.
    4. Identify the sexually transmitted diseases that remain localized, and which have systemic consequences.
    5. Describe the causative organisms and characteristic lesions of the following localized sexually transmitted diseases: chancroid, granuloma inguinale, molluscum contagiosum, and condylomata acuminata (genital warts).

    Chapter 35 Objectives
    1. Identify the major structures of the gastrointestinal tract and their corresponding functions.
    2. Describe how the autonomic nervous system influences gastrointestinal motility.
    3. Explain how segmental and propulsive movements influence the digestive and absorptive functions of the small intestine.
    4. Identify the major secretions of each of the following secretory cells and glands: salivary, gastric, intestinal epithelium, pancreas, and gallbladder.
    5. Describe how and where the complex carbohydrates, proteins, and lipids are digested and absorbed.
    6. Describe how and where water and electrolytes are absorbed.
    7. Identify the alterations in gastrointestinal function that occur in association with very young or very old age.

    Chapter 36 Objectives
    1. Identify the common causes of the following general manifestations of gastrointestinal disorders: pain, nausea, vomiting, diarrhea, and constipation.
    2. Describe the predisposing factors and characteristic manifestations common to inflammatory disorders of the gastrointestinal tract.
    3. Discuss the common causes of and clinical findings in functional and mechanical bowel obstructions.
    4. Describe the common causes of and clinical findings in gastrointestinal malabsorption disorders.
    5. Identify the warning signs that may indicate cancer of the gastrointestinal tract.

    Chapter 37 Objectives
    1. Describe how bile is produced, stored, and secreted.
    2. Describe how pancreatic enzyme secretion is regulated.
    3. Identify the factors that predispose to formation of cholesterol gallstones.
    4. Explain the relationship between cholecystitis and cholelithiasis.
    5. Describe the clinical and laboratory findings indicative of acute pancreatitis.
    6. Identify the serious complications that may result from acute pancreatitis.
    7. Describe how the etiologic factors, clinical presentation, and management of chronic pancreatitis differ from those of acute pancreatitis.
    8. Discuss the signs, symptoms, and treatment for pancreatic cancer.

    Chapter 38 Objectives
    1. Describe the role the liver plays in nutrient metabolism, bile synthesis, storage of vitamins and minerals, urea synthesis, clotting factor synthesis, and detoxification.
    2. Identify the manifestations of liver disease that are due to hepatocellular failure, and which are due to portal hypertension.
    3. Explain how the different types of viral hepatitis vary with regard to mode of transmission and severity of symptoms.
    4. Describe the clinical and laboratory findings that would lead to a diagnosis of liver cirrhosis.
    5. Identify the treatment modalities are available to patients with end-stage liver failure.

    Chapter 39 Objectives
    1. Explain how the lipid or water solubility of hormones affect their transport in the circulation.
    2. Describe the general mechanisms of action of lipid-soluble and water-soluble hormones on target cells.
    3. Explain how target cells regulate their responsiveness to endocrine hormones.
    4. Explain how feedback mechanisms control the secretion of hormones.
    5. Describe the anterior and posterior pituitary hormones, their target tissues, and their negative feedback mechanisms.
    6. Describe how thyroid and steroid hormones are synthesized.
    7. Describe the normal actions on target cells of antidiuretic hormone, growth hormone, thyroid hormone, and steroid hormones.

    Chapter 40 Objectives
    1. Differentiate primary and secondary endocrine disorders.
    2. Identify the etiologic factors that would lead to clinical manifestations of hormone excess or deficiency.
    3. Describe the etiologic factors, clinical findings, and management of excess and deficiency of the following endocrine hormones: growth hormone, thyroid hormone, adrenocortical hormones, adrenal medullary hormones, parathyroid hormone, and antidiuretic hormone.

    Chapter 41 Objectives
    1. Describe the hormones involved in the regulation of serum glucose level, and under what physiologic conditions would each be secreted.
    2. Describe the differentiating characteristics of type 1 and type 2 diabetes.
    3. Explain how the pathophysiologic processes differ among the various types of diabetes.
    4. Identify the clinical findings associated with hyperglycemia, and explain how they differ from those of hypoglycemia.
    5. Describe how diabetes mellitus is diagnosed, monitored, and managed.
    6. Identify the acute and chronic complications of diabetes mellitus.

    Chapter 42 Objectives
    1. Explain how chronic and acute physiologic stress affect body metabolism.
    2. Identify the information about nutritional status that can be gained from each of the following biochemical tests: serum albumin, transferrin, prealbumin, red blood cell and white blood cell counts, blood urea nitrogen, serum creatinine, and urinary nitrogen excretion.
    3. Describe the anthropometric measurements used to assess nutritional status.
    4. Describe the information gained from a nutritional assessment that would indicate potential or actual nutritional problems.
    5. Explain how insulin, glucagon, catecholamines, thyroid hormone, cortisol, and growth hormone affect the metabolism of fats, carbohydrates, and proteins.
    6. Describe the role epigenetics plays in metabolic disease.

  10. ADDITIONAL INFORMATION

    METHOD OF INSTRUCTION:

    Flipped Classroom - instructional material/reading is posted on canvas and students are required to complete pre-lecture practice questions, do all reading assignments, view power point presentations, watch videos, etc., prior to class time. Students will participate in assignments, group work, and discussions related to content in class facilitated/guided by the instructor.

    Lecture - traditional presentation supplemented by power point, case studies, concept building exercises and other audio-visual materials; question/answer interaction with the students; instructor facilitated group work in class; three (3) hours per week.

    Attendance Policy: Attendance will be taken at the beginning of each class using canvas. Please be in your seat and ready to begin class on time. It is important for you to be present for each class. If you are absent, you are still responsible for material covered in class and it will be your responsibility to get with a peer in the class and find out what you missed.

    Make-up policy: If the absence is college sponsored, BOTH the student and the college sponsor are required to notify the instructor prior to his/her absence. Prior arrangements are expected to be made and (when possible) the work completed before the absence.

    Behavior Policy: Disruptive behavior may result in the student being requested to leave the lecture or laboratory session for that day. Disruptive behavior will be documented and, if it continues, will be reported to the appropriate administrative personnel with sanctions requested using the guidelines set by NMJC policies and procedures. Disruptive behavior includes but is not limited to the following: coming to class late, leaving class early, eating in class, using cell phones/pagers, wearing ear buds, and/or conversing while the professor is instructing.

  11. GENERAL/MISCELLANEOUS

    Students will be held responsible for the information on these pages.

    Academic Honesty
    Each student is expected to maintain the highest standards of honesty and integrity in online academic and professional matters. The College reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; and nondisclosure or misrepresentation in filling out applications or other College records. Cheating or gaining illegal information for any type of graded work is considered dishonest and will be dealt with accordingly.

    Americans with Disabilities Act (ADA) Information
    Any student requiring special accommodations should contact the Special Needs Student Services Coordinator at (575) 492-2576 or by e-mail at specialneeds@nmjc.edu.

    Attendance Policy
    Attendance is required at every session of each course for which the student is enrolled. When unavoidable circumstances make attendance impossible, students must provide a satisfactory explanation of their absences to their professors. College-sponsored activities are considered excused absences and the appropriate sponsor of those students who will be absent from class will notify professors. Students having absences due to college-sponsored activities will need to make arrangements with the affected classes / professor to take care of required work; however, arrangements for make-ups should be made within a reasonable time frame, usually within one week of the absence. Regarding make-up work, absences due to late registration are considered the same as regular absences.

    Cell Phones/Pagers
    All cell phones and pagers must be turned off when the student is participating in any lecture, laboratory, or other learning activity.

    Classroom Conduct
    The professor is responsible for maintaining a class environment best suited for effective learning. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to attend the class regularly and to behave in an appropriate manner at all times. Disruptive behavior may result in the student being removed from the class.

    Food and Drink Policy
    Food items and soft drinks may not be consumed in NMJC classrooms. Students are also discouraged from bringing food and drink items into the classroom even though these items remain in sealed packaging. Bottled water is permissible.

    No Children in the Classroom
    In order to adhere to instructional procedures as well as maintain the safety of children, NMJC’s policy of no children in the classrooms (lecture, lab, etc.) will be followed.

    Plagiarism
    Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. Plagiarism violates the academic honesty policy and is considered cheating.

    Smoking/Use of Tobacco
    New Mexico Junior College is cognizant of the health hazards associated with smoking / use of tobacco for the smoker, as well as the non-smoker. In an effort to provide a healthy environment for students, employees, and others who may frequent the campus, NMJC prohibits smoking / use of tobacco inside any campus building or facility.

    Tutoring Assistance
    Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center located in Mansur Hall room 123 and 124.

    Withdrawal Policy
    Regular, punctual attendance is required for all classes at NMJC. Although the professor has the right to drop any student who has missed the equivalent of 2 weeks of instruction (based on a 16 week semester) whether itís a face to face, online, or a hybrid course, it is not guaranteed that the professor will drop the student. If the student chooses to stop attending a class, he/she should withdraw from the class by accessing your student account in the T-Bird Web Portal at www.nmjc.edu, or submitting the required paperwork to the Registrar’s Office by 5:00 p.m. on Thursday, April 20, 2017. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.

  12. CRITICAL INCIDENT AND EVACUATION PLAN
  13. ACADEMIC CALENDAR
  14. FINALS SCHEDULE
  15. COURSE OUTLINE

    Course outline will be posted in Canvas.