January 2017

EOL 1010 Neurodiagnostic Technology I

SYLLABUS

I  INSTRUCTOR

Debby Baydoun, MSEd, FASET, REEG/EPT, RPSGT, RNCST, RST, CNCT

Debra_Baydoun@Laboure.edu

II. COURSE OVERVIEW

This is an introductory course designed to provide the foundation of contemporary neurodiagnostic technology for the entering student. Concepts and objectives are presented, utilizing National Professional Competencies, Professional Standards of Practice and evidenced-based theory. The course develops basic skills, including clinical electroencephalography (EEG) with an emphasis on instrumentation, normal brain wave patterns, and activating procedures. The role of the NDT technologist and medical history taking are integral components of the course. Ethical-legal issues relating to the field are examined. Medical terminology is integrated through the course.

III. LEARNING OUTCOMES

Upon successful completion of this course, students will be afforded the opportunity to:

• Learn some technical terms, facts and principles relating to electroencephalography; discuss these facts/concepts and explain them to others. This will provide a foundation for information literacy in the field of neurodiagnostic technology.  
• Apply the knowledge gained through this course in the clinical environment. An
  example of demonstrating application of knowledge; accurately prepare a
  patient for testing by measuring and applying electrodes according to the 10– 20 system.
• Analyze this knowledge by relating points of similarity and differences in what you observe in the clinical environment, read in your textbook and professional journal articles.
• Write about technical aspects of an EEG recording and effectively communicate your work through clearly expressed ideas in weekly assignments; writing overviews of journal articles, participation and discussion forums in e Learning and writing a term paper on performing an EEG.

The Educated Person

The College is committed to graduating an educated person. The educated graduate of Labouré College possesses the basis for life-long learning and civic engagement and is prepared to deliver patient-centered care as a member of an interdisciplinary team.

To this end, the General Education courses promote learning in broad areas of human knowledge leading to an understanding of historical, social, mathematical, philosophical, and scientific phenomena as well as ethical perspectives. The professionally oriented courses promote learning that emphasizes evidence-based practice, including the latest research and clinical expertise of practitioners, quality improvement approaches, and the use of information technology.

Liberal education concepts and theories found in General Education courses, along with professionally oriented courses in a student’s major, support and facilitate the development of skills necessary for student to function competently in life and work. These skills include information literacy, critical and creative thinking, oral, written, and interpersonal communication, and team building.

Information literacy skills are BOTH INTRODUCED AND REINFORCED through:

• The use of the e-Learning system to post the syllabus, course material and assignments,
• posting and administering assignments online,
• writing an overview of a journal article,
• writing a term paper and
• online examinations.

Critical thinking skills are BOTH INTRODUCED AND REINFORCED through:

• Application of knowledge gained from the study of course content,
• examination questions requiring application of knowledge gained from studying course content and
• use of knowledge gained from course content and clinical experience to activity participate in discussion questions.

 IV.  TEXTS AND REQUIRED RESOURCES

Primer of EEG With a Mini-Atlas
A. James Rowan and E. Tolunsky, Butterworth Heinemann

ISBN- 13: 978-0-7506-7476-8  & or ISBN- 10: 0-7506-7476-8

Practical Guide for Clinical Neurophysiologic Testing – EEG

Thoru Yamada & Elizabeth Meng, Lippincott Williams & Wilkins

ISBN- 13: 978-0-7817-7861-9 & or ISBN- 10: 0-7817-7861-1



American Journal of EEG Technology
Selected Assigned Professional Articles
Selected Online Resources
Supplemental Lecture notes prepared by instructor
Power Point Presentations prepared by instructor

V. CLASS FORMAT

This course is offered as an online class administered through the e-Learning System. The e-Learning course contains web links, the course syllabus, the instructor’s power points, handouts and assignments. Students will be expected to complete online assignments designed as learning exercises and to facilitate a better understanding of the material. Some material and concepts in the course may be difficult to master solely online, students are expected to keep in close contact with the instructor and other students through email and discussion forums. Students are required to complete the assigned reading, actively participate in online discussions and submit assignments on time. Weekly classes will be posted and available to students on Monday at 8:00 AM or before. Due dates for assignments are in this syllabus as well as on the course website.

While the principal goal of this course is the acquisition of knowledge in neurodiagnostic technology, clear and effective writing is an integral part of the learning process. As such, in addition to reading and researching the assigned material, students are expected to write an overview of a journal article and post work in concise, well-written sentences in the discussion forums or as assigned. 

VI. ACADEMIC HONESTY [Academic Misconduct (Labouré Catalog, p. 27)]

Academic integrity is the hallmark of Labouré College. Academic honesty is expected of all students, who have to complete their own work and submit or present their own original work unless specifically directed otherwise by the professor. Academic dishonesty constitutes academic misconduct, which includes the following:

• Acts of cheating, fabrication, plagiarism, or assisting another in the commission of such acts; and
• Any acts of misconduct occurring at a clinical facility during the clinical education component of any course.

Allegations of academic misconduct will be reported to the Vice President of Academic Affairs, who will review them.

VII. DROPPING THE COURSE

In order to drop a course, you have more to do than to stop attending class or to inform your professor. In accordance with Labouré College policy, you have to drop a course, in person or in writing to the admissions department or One Stop, during the published adjustment period. If you are thinking of dropping this course, please discuss with your academic advisor and me. Please see the Academic Calendar in the College Catalog for the dates of the adjustment period so that you will know will know last day to drop a class.

VIII. IMPORTANT INFORMATION

 1.  Please refer to the College Catalog/Handbook for information on all academic policies.

 2.  Center for Student Success and Teaching Excellence (CSSTE)

The Center for Student Success and Teaching Excellence (CSSTE) is a comprehensive program designed to enrich the learning opportunities through resources available to all students at Labouré College.  Modeled on best practices for excellence in teaching and learning, the CSSTE provides students with opportunities to extend and to deepen their classroom learning experiences by participating in academic advising, academic coaching (focused on learning strategies), academic tutoring (focused on course content), basic skill strengthening (e.g., focused on Mathematics, Writing, or Critical Reading), career counseling, and/or short-term personal counseling.  The CSSTE also offers specialized assistance to students with learning differences, including advocacy, learning strategies, and, when appropriate, reasonable accommodations such as extended time on exams, note-taking assistance, enlarged print, preferential seating, and support in accessing digital audio texts, readers, scribes, and/or assistive technologies. Located adjacent to the student lounge, the CSSTE strives to be a warm and welcoming community of learners dedicated to fostering student growth and success.

 3.  Learning Differences 

Labouré College is committed to extending reasonable and appropriate accommodations to students whose learning differences are consistent with standards described in the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. To be eligible, students seeking accommodations will provide documentation from a licensed medical or mental health professional that describes a legally recognized learning difference and that indicates the accommodations necessary to assure equal access to the College’s programs and services.  This documentation should be submitted to the Learning Differences Specialist at least two weeks prior to the implementation of accommodations.

4.  Statement on Attendance

The classroom is the heart of the educational experience at Labouré College because it provides a formal setting for the important exchanges among professors and students. Regular and punctual attendance at all classes, essential for maximum academic achievement, is a major responsibility of Labouré College students. Absence affects the contributions one can make to the class environment, whether in the cloud or face to face, and absence significantly and demonstrably reduces the quality of the educational experience for everyone in the class. As a result, absences almost always impact the quality of performance.

As part of its commitment to a quality educational experience for all members of the Labouré community, the College formally requires specific attendance policies to be developed by its professors and reviewed by the Division Chairpersons and Vice President of Academic Affairs (VPAA). Any attendance policy used by an individual professor as a criterion for evaluation must be specified in the course syllabus and presented to students during the first week of classes. These policies can be found in course syllabi, and may include reasonable penalties for excessive absences.

In the event of prolonged illness, accident, or similar emergency, it is the responsibility of the student to notify the professor. While the professor will reach out to students who are absent to inform them about how absences affect performance, it is always the students’ responsibility to make up the work they may have missed during an absence from class. Students are directed to confer with their professors when their absences jeopardize satisfactory progress. Whenever a professor is absent without notification, students are expected to wait fifteen minutes before leaving (or signing off) and to sign an Attendance List, where appropriate, which a class member delivers to the Office of the Vice President of Academic Affairs.

Professors are required to record attendance and alert the Chairperson, who will notify the Registrar and VPAA, when a student fails to attend the equivalent of two weeks of courses (2 absences for a course meeting once a week, 4 absences for a course meeting twice a week, 6 absences for a course meeting three times a week). The student will then be alerted that he or she is in danger of falling under the “habitual non-attendance policy” (see below).

Habitual Non-Attendance Policy

Habitual non-attendance is defined as an absence in any course (for any reason whatsoever) equating to two full weeks of missed class sessions (2 absences for a course meeting once a week, 4 absences for a course meeting twice a week, 6 absences for a course meeting three times a week).

While the professor will reach out to students who are in danger if habitual non-attendance, he or she will notify the Chairperson who will then notify the Registrar when a student has reached the habitual non-attendance criteria for their course(s). The Chairperson and professor, in collaboration with the Center for Student Success and Teaching Excellence (CSSTE), will then attempt to resolve the issue of habitual non-attendance with the student. It is the responsibility of the student to notify the Registrar of any intention to withdraw from a course or to withdraw from the College. However, if the student has not officially withdrawn from the course(s) by the College's published last date to withdraw from a course, the professor will assign a grade of WF or F.

Attendance and Course Reconciliation

While the professor will reach out to students who are absent to inform them about the importance of attendance, students who have not attended any class sessions of a course or courses in which they are registered by the end of the adjustment period will be dropped from each class. 

In order to ensure that a student is not withdrawn mistakenly from a course, professors will require students to undertake academically related activities the first week of class. Some examples of academically related activities include the following:  

* Physically attending a class where there is an opportunity for direct interaction between the professor and students; 

* Submitting an academic assignment; 

* Taking an exam, an interactive tutorial, or computer-assisted assignment; 

* Attending a study group that is assigned by the instructor;

* Participating in an online, collaborative chat; 

* Participating in an online discussion about academic matters; and 

* Initiating contact with a professor to ask a question about the academic subject studies in the course. 

Academically related activities do not include activities where a student may be present but not academically engaged, such as the following:

* Reading the syllabus;

* Logging into an online class without active participation; or 

* Participating in academic counseling or advising. 

If a student never attended any courses during the adjustment period, the student will be withdrawn from his or her full schedule of courses. 

Note. For the shortened summer semester sessions 1 and 2, the absences are halved: 1 absence for a course meeting once a week, 2 absences for a course meeting twice a week, 3 absences for a course meeting three times a week.

In an online course, attendance is taken based on assignments turned in for that week in that course.  If the student does not turn in any assignments (forums/papers/homework/exams) for a week, they will be marked as an unexcused absence for that week.

IX.GRADING AND COURSE REQUIREMENTS

 A.  Grading System, Quality Points, and GPA,

Grade   Quality            Grade

            Points              Equivalencies

A         4.0                   100-93

A-        3.7                  92-90

B+        3.3                   89-87

B          3.0                   86-83

B-        2.7                   82-80

C+        2.3                   79-77

C         2.0                   76-73 Passing *

C-        1.7                   72-70

D+       1.3                  69-67

D         1.0                   66-63

D-        0.7                  62-60

F          0                      59 or below

W        Withdrawn: no grade

WP      Withdrawn: passing

WF      Withdrawn: failing

I           Incomplete

 B.  Course Assignments and Percentage of Final Grade

Assignments, quizzes and papers are posted in the “Coursework” section in e-Learning. Power point videos, handouts and reading assignments are posted on the main page of each week. Discussion board posts are in the “Collaboration” section.

C.  Discussion Posts

Topics will be presented throughout the course on the discussion board (under “Collaboration” then forums) for you to thoughtfully consider and post a stimulating commentary or discussion. You need to make two substantial posts on each topic. Substantial meaning it can't be just a simple comment on another student's post like "I agree" or "great point".  Each post needs to be at least 2 - 3 sentences.  If you only make one post, you will only get a 50% on the assignment. This is our classroom; let’s learn from each other. The initial post is due the by noon on Thursday of each week, but post early so others will respond to you, your grade depends on it. Your second post is due by Sunday night at 11:55 pm EST.

D.  Homework

Most of the homework assignments will be problems or exercises based on what was learned in the course that week. They are due at the end of the week by Sunday night at 11:55 pm EST.

E.  Papers

You will be writing an overview of a journal article from your coursework and one term paper on “How To Perform An EEG”. Effective writing is an integral part of the learning process and important in the field of NDT. Both assignments will be graded on spelling and grammar and should be uploaded to the course website by the student in the week they are due. A rough draft of the term paper should be uploaded to the course website during week 8. The rough draft will be graded and the instructor will give you feedback on your progress to ensure the best possible grade on the final paper.

Any late assignments whether it be a discussion board post, homework or a paper will have 1.42 points taken off for each day that it is late.

F.  Quizzes/Final

The quizzes (and final exam) launch each Thursday evening at 8:00 pm EST and close Saturday evenings at 8:00 pm EST.  All of the material in the quizzes and the final come from your coursework, power points and handouts.  You will have to wait for the due date of the quiz to pass and for your instructor to grade it before you can see what you missed.  Sometimes the computer grades part of it and will give you an erroneous grade; please ignore the computer’s grade until the instructor has time to check it.  All quizzes are open for 48 hours each week.  If you miss one quiz and it has to be re-opened for you, it will have 5 points deducted from the final score.  If you miss a second quiz, it will have 10 points deducted from the final score.  If you miss three or more quizzes’, they will not be re-opened so you will get zeros on them.  Any student who never has to have a quiz or exam re-set for them will have 5 points added to their lowest test score at the end of the course!   You have a whole week after a quiz is over to review what you missed and then the quiz will close for good and never be re-opened.

X.                               COURSE CALENDAR:

Debby Baydoun    Jan 2017    Subject To Change