Texas A&M University Central Texas
HAMK 514 – Health Informatics and Trends--
Online
INSTRUCTOR AND CONTACT INFORMATION
Spring 2015
Professor:
Dr. David Ritter, DBA, JD, MBA, Attorney, CPA
Office:
323 C
Phone:
954/519-5792
Office Hours:
T W 12:00 – 3:00
Online M-S as needed
Other by Appointment
BLACKBOARD. log in www.tamuct.blackboard.com
Email:
[email protected]
(Utilize Blackboard 9.2 Messages for course communications)
Phone:
254-519- 5792 office
Mode of instruction and course access:
This course uses TAMUCT’s Blackboard system. Refer to 7.0 TECHNOLOGY
in the syllabi.
Student-instructor interaction:
Welcome to HAMK 514
This is an online course with weekly assignments. Ensure that you allow sufficient time during the
week to stay up with the course requirements.
I will be checking Blackboard and email several times a day, except Saturday and Sunday. I will
attempt to respond to your emails in less than 24 hours. Email or Blackboard messages sent Saturday
evening or Sunday will receive a response no later than the following Monday.
Learning requires students to be very self-disciplined, be sure you understand and are prepared to
comply with all required class assignments and deadlines. For this course, the Weekly Assignments are
posted in the syllabus and on Blackboard with due dates controlled by the submission dates on
Blackboard. If there is a conflict in due dates, which I try to avoid, the Blackboard date controls. Notice
that the Blackboard submission time is 11:59 pm and that you may no longer make submission, other
than late submissions, starting at 12:00 AM. Submissions are to be made on Blackboard in the
associated Assignment drop box, contained in the WEEK due, before the due date.
You must be self-motivated, very disciplined, and an excellent planner of your time to complete a
course with satisfactory results. This is a 16 week course. Plan well and allocate sufficient time to
complete the assignments, quizzes, exams, and research paper in a timely manner. Late
submissions are not accepted without severe penalties. No late submissions will be allowed once
the assignment is graded. If you have an emergency it is your responsibility to inform me as early
as possible.
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas
the ability to communicate health and safety emergency information quickly via email and text
message. By enrolling in UNILERT, university officials can quickly pass on safety-related
information, regardless of your location. Please enroll today at
http://TAMUCT.org/UNILERT
COURSE INFORMATION
1.0 Course Overview and description:
This course provides for the highest cognitive and affective understanding of applied health care
informatics in health services organizations. Theoretical frameworks and empirical analyses will be
used to emphasize organizational and provider services. These services will be assessed in relation to
capacities and competencies within the health care industry and patient/client needs and wants.
Prerequisites:
Graduate Status or permission of instructor.
2.0 Course Objectives:
2.1
Course Learning Outcomes & Student Learning Objectives(SLOs) by chapter
At the end of the course, students will;
Chapter 1 Learning Objectives
• List and define five major challenges facing healthcare delivery systems today. • Describe the complexity of these interrelated challenges for healthcare and HIT. • Illustrate the history, development, and current state of healthcare information systems. • Name and describe the four categories of healthcare information systems.
• Analyze the key priorities of healthcare information systems today that will affect their future.
Chapter 2 Learning Objectives
• Define the ways in which the external environment influences the operation of the healthcare delivery system.
• Define the healthcare triangle, and demonstrate how it relates to management of healthcare organizations and the healthcare information technology function.
• Describe the interdependent challenges of cost, quality, and access currently facing the US healthcare system.
• Analyze the implications of the cost, quality, and access challenges for the management of healthcare information systems. • Assess the relative importance of evidence-based management, organizational change, and international comparisons in the
current and future management of healthcare delivery organizations.
Chapter 3 Learning Objectives
Describe a justification for government intervention in business processes.
1. List five major types of government intervention into the healthcare business, and explain the need for government to invest in healthcare information management and HIT.
2. Describe the eight components of the administrative simplification portion of the Health Insurance Portability and Accountability Act.
3. Assess your organization’s readiness for transactions and code set development.
4. Analyze why privacy and security are important and why HIT has a key role in protecting privacy and security.
5. Assess four key questions to answer in developing privacy policies.
Chapter 4 Learning Objectives
• List job duties and analyze functional responsibilities of senior healthcare leadership and the chief information officer (CIO). • Identify key knowledge, skills, and abilities of the CIO position.
• Describe the alternative paths to leadership of healthcare information technology (HIT).
• Prepare and assess an organizational chart for the HIT department or area of a healthcare organization. • Illustrate future challenges faced by healthcare CIOs.
Chapter 5 Learning Objectives
• Explain why healthcare information technology (HIT) strategic planning has become more important for healthcare organizations.
• Summarize the five major components of HIT governance.
• Describe the major elements of a healthcare organization’s planning effort. • Assess the major elements of an HIT strategic plan.
• Describe systems theory, and explain why it is vital to HIT governance and planning.
Chapter 6 Learning Objectives
• Define and use in context technical terms related to information technology architecture.
• Distinguish between the hardware and software elements of an information system and provide illustrative examples. • Identify the elements of a computer network and give examples of various network structures.
• Distinguish among operating systems, utility programs, and application software. • Introduce basic telecommunication concepts.
Chapter 7 Learning Objectives
• Articulate the impact that unplanned work has on an HIT department.
• Identify a number of different process improvement frameworks that could be applied to the management of the HIT department and the advantages and disadvantages of each approach.
• Describe the IT Infrastructure Library (ITIL®) service support components and how they are interrelated. • Articulate why the configuration management database is critical to the service support processes. • Describe the ITIL service delivery components and how they are interrelated.
• Describe service-level agreements and why they are important to an HIT department. • Describe some of the reasons given for HIT service continuity plan failures.
Chapter 8 Learning Objectives
• Describe the steps in the HIT system selection and contract management process
• Articulate why it is important to clarify objectives prior to engaging in a system selection process
• Describe some items that an organization should pay particular attention to when negotiating and crafting terms and conditions
• Articulate the purpose of a total cost of ownership (TCO) analysis • Articulate the purpose of a benefits realization assessment
Chapter 9 Learning Objectives
• Define the term electronic health record (EHR) • Understand the key capabilities of a robust EHR • Articulate the benefits of a robust EHR
• Articulate some of the key cost categories associated with the purchase and implementation of an EHR
Chapter 10 Learning Objectives
• Describe the components typically included in an enterprise resources planning system.
• Provide examples of transaction processing applications and discuss how they support financial management. • Discuss desirable features of an automated enterprise scheduling system.
• Distinguish between clinical decision support software and executive information systems. • Understand the use of computer applications as tools for research and medical education.
Chapter 11 Learning Objectives
• Identify some of the primary causes of HIT project failures.
• Describe the main differences between HIT project management, HIT program management, and HIT portfolio management. • Describe the five key processes of project management.
• Understand how project metrics and portfolio dashboards can facilitate HIT governance. • Describe the major roles and functions of the portfolio management office.
• Identify the actions/changes that are necessary within an organization to reach the synchronized stage discussed by Jeffery and Leliveld (2004).
Chapter 12 Learning Objectives
• Describe the impact of knowledge on quality of care.
• Articulate the differences between knowledge and information.
• Define “sensemaking” and describe how can it be applied to healthcare organizations. • Define knowledge management.
Chapter 13 Learning Objectives
• Specify why making healthcare information technology (HIT) investment decisions on the basis of realized value rather than on “anecdote, inference, and opinion” leads to better outcomes.
• Describe five changes that make today’s HIT investment decisions more challenging than in the past.
• Provide examples of HIT costs and outcomes changes that will always be adopted and examples that will never be adopted. • Analyze how the major techniques used for evaluation of an HIT investment differ.
• List the eight key steps in cost evaluation.
• Analyze why certain types of HIT applications are less likely to be performed. • Describe value realization and total cost of ownership methodologies.
3.0
Required Reading and Textbook(s):
3.1 Textbooks
Information Systems for Healthcare Management, Eighth Edition, 2014, HAP,
ISBN: 978-1-56793-599-8
Summary: HB 1096 requires the Coordinating Board to prescribe procedures for institutions of higher
education to follow in notifying students of the availability of textbooks through institution-affiliated
bookstores and through retailers other than university-affiliated bookstores. The notice must be by
hardcopy or electronic format in a manner that ensures it is reasonably likely to come to the students’
attention, and must contain the following: ―
A student of this institution is not under any obligation to
purchase a textbook from a university-affiliated bookstore.
The same textbook may also be available
from an independent retailer, including an online retailer.
COURSE REQUIREMENTS
4.0
Course Requirements:
Participation is essential to enhancing each student’s awareness about the subject area
and developing their knowledge base. You must participate in each class, turn in all
assignments on time and complete all exams on time.
4.2
Exams:
Exams will cover several chapters.
All exams and quizzes are online and will require Respondus .
The exams and quizzes will be timed and will consist of multiple choice, short answer, and fill in the
blanks questions. Once the exam is started it must be completed in the same setting. Exiting the exam
for any reason will cause the exam to no longer be available. The exams are open book but will require
you to understand the information in the chapters before attempting the exam if you are going to have
time to consult your text book during the allotted time.
You are on your honor to not receive help from or assist others during the exam
period. Do not discuss the exam questions or answers and do not attempt to clarify
the exam for others as this is also cheating
4.4
Research Paper - 30% (300 points)
Prepare a research paper relating to CURRENT Health Care Information Systems TOPICS. You must
research current authoritative literature and obtain sufficient competent information to substantiate your
conclusions. You will be required to research and cite at least 20 articles from authoritative literature.
Authoritative literature includes refereed journals, Court Cases, government regulations, and
professional publications such as professional journals. Do not cite blogs, internet sources other than
professional journals, magazines, or newspapers. Text book citations will not count in the 20 articles and
should not be used other than to be used as a short, one sentence, quote if necessary for your paper topic.
Do not cite the textbook used for this course. Citing inappropriate sources will result in a 20 point per
citation penalty, will be considered as “Filler to increase paper length”, and will be subtracted from your
paper’s length
The articles that you cite must all be less than 3 years old, (2012 – 2015) correctly cited and used to
support your position. Significant Court Cases, which still provide precedence, may be cited. ENSURE THAT
SOURCES YOU CITE HAVE NOT BEEN SUPERCEEDED BY MORE CURRENT SOURCES.
Your research paper subject is are due in class 2 (submit on Blackboard)
Your research paper subject and Abstract are due in class 2 (submit on Blackboard)
Your research paper outline, with at least 15 articles to be used listed in the proper section of your
outline, is due in class 3. (submit on Blackboard)
Your completed research paper is due in class 4. (submit on Blackboard)
Do not use “ I” or other personal pronouns.
Personal knowledge or “common knowledge” is not acceptable in research for this course and will be
treated as sources not cited for the determination of plagiarism.
THE PAPER IS REQUIRED TO FINISH THE CLASS. IF AN ACCEPTABLE PAPER IS NOT TURNED IN THE FINAL
COURSE GRADE WILL BE AN F.
Conduct your research and writing in accordance with APA guidelines.
Research and cite at least twenty (20) different authoritative sources. Ensure that you follow the guidelines
on your Dashboard.(Note there are several departures from strict APA guidelines)
Only one article can be used from any issue (same date) of a source document.
No more than 2 government publications may be cited.
Place copies of all cited articles, cases, or other sources, in a separate PDF document in the same order
in which they are cited in the paper. If the article you are citing is lengthy, attach the cover page of the
article and the pages from which you developed your information or the page containing the quote.
Submit the finished paper and accompanying articles, as Word documents.
Lengthy quotes and tables will be deducted from your paper length.
Prepare a research paper using APA guidelines for writing guidelines and citing your sources.
Use the research guidelines provided by APA and AVOID PLAGIARISM.
Plagiarism will result in an “F” for the course.
One departure from APA guidelines, for this paper, is that you must include the page number or page
numbers for paraphrased material and direct quotes. (Author, p. 15)
I do read you attached articles and will deduct for inaccurate paraphrasing and erroneous quotations.
If you do not cite an article do not include it in your references.
The Running Head must be within the one inch top margin.
The body of the paper must be more than twelve (12) full pages long, not including title page, abstract
page and reference pages.
Submit the paper and attachments as 2 word documents.
Use a cover page which will not count in paper length.
Include your Abstract which will not count in paper length.
The paper is to be typed, double spaced, font not larger than 12, with one inch margins top, bottom, and
sides.
GRADING
Content will be graded as 67% of the paper grade.
Erroneous citations or source documents not attached in the proper sequence will result in a 10 point per
occurrence deduction.
Research Paper Evaluation Rubric
Percentage awarded based on points available are in () for each criteria.
CONTENT (67% of paper grade or 200 points)
Criteria A paper(180-200) B paper(160- 179) C paper(140-159) D or lower paper (below 140) Content(60% of
grade)(180 points)
Student produces logical, coherent, and well-structured writing and a proper conclusion for the research
assignment.
All ideas are presented in a logical order. Ideas are clearly introduced and connected. Body includes sufficient level of detail, and conclusion summarizes main idea or effectively closes the presentation. All authoritative sources
utilized correctly (180 points)
Ideas are presented in an overall logical order. The writing includes
introduction to, development of, and conclusion for the topic. There are no distracting shifts in presentation of ideas throughout the writing. All authoritative sources utilized relate effectively
to the research topic. (120 points %)
Most ideas are presented in a logical order. There is an indication of an organized research effort with properly cited authoritative data to support the research topic. (90 points)
Weak research and few or no authoritative citations to support the research subject
Details may be missing, disjointed, or
inapplicable.
(15 points)
Inadvertent Plagiarism
(Negative Points) Sources not correctly cited
Personal or “common knowledge” is not acceptable in research and will be treated as sources not cited sources for the determination of Plagiarism.
All sources correctly cited.
No points deducted
1-3 sources not cited.(-10 points per occurrence)
4-5 sources not cited .(-20 points per
occurrence)
More than 5 sources not cited. (-180 point deduction and an F on the paper)
MECHANICS (33% of paper grade or 100 points)
Criteria A paper(90-100) B paper(80-89) C paper(70-79) D or lower paper (below 70) Format, Organization
& Writing Standards (60 points)
Student produces logical, coherent, and well-structured writing.
(50-60 points)
All ideas are presented in a logical order. Ideas are clearly introduced and connected. Body includes sufficient level of detail, and conclusion summarizes main idea or effectively closes the presentation. Impeccable spelling, grammar, word usage, sentence structure, punctuation, and citation format.
(40-49 points)
Ideas are presented in an overall logical order. The writing includes
introduction to, development of, and conclusion for the topic. There are no distracting shifts in presentation of ideas throughout the writing.
Very few errors in spelling, grammar, word usage, and punctuation. Proficient use of proper
APA citation format. (30-39 points)
Most ideas are presented in a logical order. There is an indication of an organizational pattern—introduction, body and conclusion— although they may not be equally effective. Level and organization of details may be weak with occasional distracting shifts in presentation of ideas. Several errors in grammar, spelling, sentence structure, word usage, punctuation, or citations. (30 or less points) Limited presentation in logical order. Writing occasionally fragmented with very weak
considerations for presentation.
Details may be missing, disjointed, or
inapplicable.
Spelling and misused words
(40 points)
Words are spelled correctly and used in a grammatically correct manner. 30-40 points) 2 or less misspelled or misused words no deduction 20-29 points)
All one issues are clearly identified and a fully supported, by authoritative data, conclusion may be reached. (10-19 points) Research contributes to the proper identification of issues and leads to proper authoritative sources.
(Below 10 points)
Insufficient research to justify an authoritative conclusion.
Inadvertent Plagiarism, sources not properly cited, will result in a 5% deduction per occurrence for the first
3 occurrences, a 10% deduction each for 4-5, and a 100% deduction for more 5 sources not properly cited.
Personal knowledge or “common Knowledge” are not appropriate in research and will be counted as
sources not cited for the determination of plagiarism.
If you turn in a paper which is short, not properly cited, or do not attach the required articles the paper
will receive a fifty percent (50%) minimum penalty and be returned to you for proper completion.
Late papers are assessed a twenty (20) point per day penalty.
If you do not turn in an acceptable paper you will receive an F in the course.
ALL papers will be checked on TURNITIN.
4.5 Discussion Topics – 10%
Submit your initial posting covering all of the discussion questions by Tuesday. Ensure that you post your initial
response by Tuesday to allow others to review your posting and comment. Late postings will receive a 50%
maximum credit. Posting all responses in one brief visit to the discussion board will result in a 50% penalty.
Remember that Discussions are an ongoing process and if you do not hold up your side of the Discussion you are
harming your Classmate’s.
Discussion topics will be posted several times during the term. You must participate in each
discussion. Minimum participation, for a 70% credit, requires posting 1 original response,
reading all posts by other class members, and responding to 3 class member responses with a
comment or question. Well researched, thoughtful, discussion original responses and responses
to other class member posts will receive positive credit. 5 well thought out responses will result
in 100% credit. Random, not on topic responses will receive negative marks.
To get the most learning from this course, you must actively participate in the classroom experience.
Participation means actively participating in the course discussions. We will have Discussion Questions every
week of the course. You will be assigned discussion question(s) based on the topics for that classroom
experience. Each discussion question will have its own threaded discussion space. You are expected to offer
responses to these questions and/or comments on your classmates’ responses. I will monitor the quantity and
quality of your responses. At a minimum, you will be expected to post at least one substantive quality posting
in response to the Week’s discussion question and at least 2 responses your classmate’s posting for a C(70%)
response. The minimum number of postings each week is 3. Participation accounts for 20% of your grade. If
the quality of your postings is not sufficient, the points will not be earned. You are expected to contribute to the
class discussions in meaningful ways. That means:
Contributing new and relevant information to the course discussion and online sources;
Commenting in a positive manner;
Building on the remarks of your fellow students;
Posing questions of your fellow students; and sharing quotes, websites, and other supplementary information.
Demonstrating practical application of the week's key concepts from your professional/personal experience.
“Substantive” does not include “I agree,” “Great point” or “You’re wonderful” type postings. These types of
postings are examples of positive “teaming” and are fine but not by themselves. They do not add depth or
breadth to the discussion.
A “substantive” posting should include:
Your supporting arguments
A reference to class or outside material to support your thesis
Provide an example to support your thesis.
A: Weak Responses (No Credit):
1. That is exactly what I did. It is so much cheaper.
2. I know what you mean. It's confusing, but I just went along with it. I hope I get credit for it.
3. I like your answers, short and to the point!
The above responses require minimal thought, show no research, and do not add to the discussion
B: Good Responses:
1.
Great job on answering the questions. There were two key words that you listed that I did not
even think about: 1. Highly compensated employee and excess compensation. Thanks
2. I too started listing words that I thought would be relevant to the case when I could not find
the right information. I also found that by going back to the chapter and looking for similar
examples, I can pick out certain keywords that I was unaware of.
3. I like your suggestion to use "and" when searching key words. Sometimes just rearranging
the order of words can help as well. Usually the problem gives us plenty of information to go
off of for research, we just have to read it carefully and several times.
C: Best Responses:
1. I agree that it is important to be familiar with the databases you plan to use. The more you
know about the database you are using the more efficient you will be and the more time you
will save. In today's professional world time means everything! The research problems are a
great way for us to become familiar with the databases and to practice our research skills.
2. I agree that professional needs to have all the information about the client's situation before
proceeding. One mistake could costs precious money and the professionals credibility. I like
your reference to your attached web site. Referring to the web site examples helped me
understand the problem.
. More than the minimum requirements will earn additional credit. A minimum of 5 meaningful
responses is necessary to achieve all points possible. It is possible to earn bonus points by posting extra,
meaningful and well researched postings.
Ensure that your comments and postings are well thought out, utilize correct grammar and spelling, and
contribute to the topic.
5.0
Grading Criteria Rubric and Conversion
Exam 1 (100 points)
Exam 2 (100 points)
Exam 3 (100 points)
Final Exam ( 200 points)
Quizzes (100 points) A=90- 100
Research Paper (300 points) B=80-89%
Discussion Topics (100 points) C= 70-79% D= 60-69% F= Below 60%
TOTAL (1000 points) 100%
.
6.0
Posting of Grades:
Grades will be posted within one week of completion of the submission due date.
7.0 TECHNOLOGY
REQUIREMENTS AND SUPPORTTechnology Requirements
This course will use the pilot TAMU-CT Blackboard Learn learning management system for class
communications, content distribution, and assessments.
7.0
TECHNOLOGY
REQUIREMENTS AND SUPPORT
This course will use the new TAMU-CT Blackboard Learn learning management system for class communications, content distribution, and assessments.
Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username (xx123 or everything before the "@" in your MyCT e-mail address) Initial password: Your MyCT password
For this course, you will need reliable and frequent access to a computer and to the Internet. You will also need a headset with a microphone or speakers and a microphone to be able to listen to online resources and conduct other activities in the course. If you do not have frequent and reliable access to a computer with Internet connection, please consider dropping this course or contact me (youremail and phone number) to discuss your situation.
Blackboard supports the most common operating systems: PC: Windows 8, Windows 7, Windows Vista
Mac: Mac OS X Mavericks
NOTE: Computers using Windows XP, Windows 8 RT and OS X 10.6 or lower are NO longer
supported
Check browser and computer compatibility by following the “Browser Check” link on the
TAMU-CTBlackboard logon page. (https://tamuct.blackboard.com) This is a CRITICAL step as these settings are important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under My Courses tab. Click on that link and study the materials in this orientation course. The new Blackboard is a brand-new interface and you will have to come up to speed with it really quickly. This orientation course will help you get there. There is also a link to Blackboard Help from inside the course on the left-hand menubar. The first week of the course includes activities and assignments that will help you get up to speed with navigation, sending and receiving messages and discussion posts, and submitting an assignment. Your ability to function within the Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues well in advance of deadlines.
7.1 Technology Support
Example:For technological or computer issues, students should contact Help Desk Central. 24 hours a day, 7 days a week:
Email: [email protected] Phone: (254) 519-5466 Web Chat: http://hdc.tamu.edu
When calling for support please let your support technician know you are a TAMUCT student. For issues related to course content and requirements, contact your instructor.
Phone: 254-968-1960 or
Toll Free: 866-744-8900 - Option 3
COURSE OUTLINE AND CALENDAR
8.0. Complete Course Outline
SPRING 2014
* SCHEDULE IS SUBJECT TO CHANGE AT THE DISCRETION OF INSTRUCTOR
WEEK DATE TOPIC ASSIGNMENTS
1 01/19
Course Welcome, Introduction, and
Expectations
READ AND UNDERSTAND THE ENTIRE SYLLABUS
Read Chapter 1
You should purchase your text before the end of the
first day.
Review research process and problem answer format.
Read Plagiarism & Academic Integrity
on the Library homepage under RESEARCH..
Discussion Topic 1 Closes Sunday 1. Introduce yourself to the class.
2. Read the Plagiarism explanation on the Library page 3. Find an online site which discusses the research
process.
4. Discuss Plagiarism
5. Discuss the research process and provide at least 1 internet site address.
2 01/26 Read Chapter 2
Submit Paper Subject through Blackboard Quiz 1
Discussion Topic 2 Closes Friday 1. What is “common knowledge”.
2. Why is it not acceptable to use common knowledge in a research paper?
3. What is the penalty in this class for using common knowledge?
4. What is paraphrasing in a research paper?
5. Why is an improper paraphrase considered Plagairism? Research Paper Subject due by Sunday
3 02/02 Read Chapters 3
Quiz 2
Discussion Topic 3 Closes Friday
Research Paper Abstract due by Sunday
4 02/09 Read Chapter 4
Quiz 3
Research Paper Outline due by Sunday Discussion Topic 4 Closes Friday
5 02/16 Read Chapter 5 Quiz 4 6 02/23 Read Chapter 6 Quiz 5 7 03/02 Read Chapter 7 Quiz 6 8 03/09 Read Chapter 8
Quiz 7
SPRING BREAK 03/15 – 03/22
WEEK DATE TOPIC ASSIGNMENTS
9 03/23 Read Chapter 9
Quiz 8
SLO: Research Auditing
Research Problems are due before 11:59 pm on the Sunday
10 03/30Research Paper Due
Research Paper is due before Sunday 11:59PM
Research Cases are due before 11:59 pm on Sunday
11 04/06 Read Chapter 10 Quiz 9 12 04/13 Read Chapter 11 Quiz 10 13 04/20 Read Chapter 12 Quiz 11 14 04/27 Read Chapter 13 Quiz 12 15 05/04 Quiz 13 16 05/11 Finals
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
9.0 Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and
ask for the necessary paperwork. Professors cannot drop students; this is always the
responsibility of the student. The record’s office will provide a deadline for which the
form must be returned, completed and signed. Once you return the signed form to the
records office and wait 24 hours, you must go into Duck Trax and confirm that you are
no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office
immediately? You are to attend class until the procedure is complete to avoid penalty for
absence. Should you miss the deadline or fail to follow the procedure, you will receive an
F in the course.
10.0 Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students guilty of academic dishonestly are subject to
disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an
examination or other academic work, plagiarism, collusion, and the abuse of resource
materials. The faculty member is responsible for initiating action for each case of
academic dishonestly. More information can be found
at
www.tamuct.org/
studentconduct.
11.0 Disability Support Services
Texas A&M University – Central Texas complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. TAMUCT promotes the use of the Principles of Universal Design to ensure that course design and activities are accessible to the greatest extent possible. Students who require reasonable accommodations based on the impact of a disability should contact Gail Johnson, Disability Support Coordinator at (254) 501-5831 in Student Affairs, Office 114E. The Disability Support Coordinator is responsible for reviewing documentation provided by students requesting accommodations, determining eligibility for accommodations, helping students request and use accommodations, and coordinating accommodations.
