CLSC 2429-90L: Clinical Microbiology in Health Care

SYLLABUS
Summer II 2023
Subject to any new Texas legislative mandate changes.

UTRGV Syllabus Table of Contents

1. Course number: Course title

2. Course Information

3. Instructor Information

4. Welcome and Teaching Philosophy

5. Course Description, Prerequisites & Course Modality

6. Course Assignments & Learning Objectives

7. Learning Objectives for Core Curriculum Requirements (if applicable)

8. Assessment of Learning

9. Required Readings, Technology Needs, and Resource Materials

10. Tentative Calendar of Activities

11. Course Policies and Procedures

12. Student Support Resources

13. University Policy Statements

Clinical Microbiology in Health Care
Lecture 2429-90L and Lab A
Syllabus for Summer II 2023
Subject to any new Texas legislative mandate changes.

Course Information
Lecture (CLSC 2429-90L) and (CLSC 2429-A)

Online Asynchronous Courses (OASYNC)

Course Modality:
Online Asynchronous Courses (OASYNC) – applies to both lecture and lab

Instructor Information:
Maria Teresa Aguirre, MS, MT (ASCP)

Office hours: Online on Mondays from 1:30 – 5:30 PM or by appointment

through Zoom, Blackboard Ultra Collaborate, or Teams

Email: [email protected] (preferred method of contact is email (not

through discussion board or any other forum)

Welcome and Teaching Philosophy

Welcome to this fascinating course! Most of you are taking this course to fulfill
degree requirements in the healthcare field. You will learn so much about the world
around you in this course, and you will come to greatly value and appreciate this
knowledge, as you will be applying it within your chosen profession as well as in
your daily life.

About Me:  I am currently a Clinical Associate Professor in the Medical Lab Science
Program which is taught on the Edinburg campus and have been employed with the
university since 2009.  If you don't know about Medical Lab, this is a one-and-a-
half-year program that awards a B.S. degree in Medical Lab Science.  This is a
medical profession that performs testing on human specimens such as blood,
serum, urine, stool, etc. for the purposes of diagnoses and treatment.  When you
go to the doctor and get your blood drawn, Medical Lab Scientists will be
performing and interpreting the results of that testing.  In doctors' offices and
sometimes, in clinics, because their testing is minimal or fairly easy, they can
employ other than MLS to perform that testing, but the director of the lab must be
a MLS.   There are four major departments in MLS.  These include hematology (the
study of blood cells), immunohematology (blood-banking which involves cross-
matching blood and blood products), clinical chemistry (where blood levels of many
blood constituents such as electrolytes, hormones, etc. are tested), and
microbiology where patient samples such as blood, urine, feces, etc.  are received
and cultured and any pathogenic microorganisms are identified.   Medical Lab
Scientists are the definitive experts in medical microbiology.  

My work experience includes testing in a clinic lab, a reference lab, and a research
lab.  I received the bulk of my experience in the reference lab setting where I
supervised a day shift and worked in all of the departments, including
microbiology.  I would spearhead new testing and review and approve of
questionable results from the night shift.  I would also work with doctors and
nursing staff that were our clients when they had questions about results.  My work
in the research lab involved a study of breast cancer among women of Mexican
American descent, and in this study, I developed a method for detecting
phytoestrogens in human urine using high performance liquid chromatography
coupled with photo-diode array.  This was a long and complicated process, but
ultimately, I was able to validate my method of which a patent was issued on May
31, 2022.  So far, my work has been very rewarding, since I enjoy teaching this
subject and applying what I have learned and experienced.  I have completed two
years towards a doctorate in epidemiology at the UT Health Science Center
Houston.

On a personal note, I am married and have one daughter and a son-in-law and two
grandchildren.  We have 1 dog, Gina, whom we just love.  I love to garden and
paint and decorate and cook.  I also love reading anything related to gardening and
decorating, especially English gardening.  I came from a family of 9 children, and I
grew up primarily here in the valley.  I love being quiet, being outdoors, spending
time with my family, and watching a good movie every once in a while.  

Teaching Philosophy: Although microbiology is a vast and complex subject, we

will focus on microbiology in health care, which means we will only be interested in
microorganisms (bacteria, viruses, fungi, etc.) that are relevant to human health.

When I lecture, I divide the lecture into smaller sections. After each section, I ask
that you review and discuss the material. In this way, I am able to determine if
you have sufficient understanding of the material covered before we proceed. I
have determined that this type of teaching style leads to better retention and
understanding. By the time you are done with the course, you will have acquired a
great amount of knowledge in medical microbiology, in a short amount of time.

Since we cover many areas, I believe in a classroom routine that is organized,

prepared, simple, and inspires good conversation. As the students settle into the
course, this routine enables the students to maintain a relaxed and open state of
mind which will, of course, enhance their learning experience.

Ultimately, our goal is excellence—to apply the principle of excellence as we learn

and grow, in our daily lives, and in our chosen profession.

“The happiness of life depends on the quality of your thoughts.” (Marcus Aurelius).

Course Description, Prerequisites & Course Modality

This course will focus on immunology, diagnosis, treatment, and prevention of
infectious diseases. The major categories of microbial pathogens such as viruses,
bacteria, fungi and parasites will be discussed in relationship to human disease
processes. Utilization and interpretation of laboratory findings in the health care
setting will be emphasized. Students will have the opportunity to acquire skills in
the use of universal precautions and infection control techniques. This course is
recommended for pre-professional students interested in health professions.
Prerequisites: 8 hours from: [BIOL 1406 and BIOL 1407] or [BIOL 2401 and BIOL
2402] or [BIOL 1487 and BIOL 1488] 
0.000 OR 4.000 Credit hours 
0.000 OR 3.000 Lecture hours 
0.000 OR 3.000 Lab hours 

Learning Objectives for Core Curriculum Requirements

Not a Program Course/Not a Core Requirement

This course is not a program course and is considered as a prerequisite for

various medical programs offered by UTRGV and other universities; therefore,
each individual program must ensure that this course fulfills its program
standards.

The Course Learning Objectives and the Outcomes for the Course are aligned
with the Course Description, and all assignments and exams are thusly aligned
as evidenced below.
Course Assignments & Learning Objectives
Course Learning Objectives (CLO)

1. Describe the major categories of microbial pathogens such as viruses, bacteria,

fungi, and parasites and their relationship to human disease processes.
2. Compare and contrast the different microscopes used in the microbiology lab,
including the proper care and use of the compound microscope.
3. Describe the nutritional, environmental, and optimal temperature requirements
for different bacterial genera, and explain and how these requirements affect
growth and survival opportunities.
4. Compare and contrast the different techniques utilized for controlling and
preventing the spread of microorganisms.
5. Describe universal precautions and infection control techniques.
6. Categorize the appropriate methods and biochemical tests used in the
identification of bacteria in the microbiology lab.
7. Compare and contrast the innate and adaptive immune systems and the body’s
response to microbial invasion.
8. Discuss immunological disorders, the principles of vaccines and immunoassays.
9. Describe epidemiological terms and the role of epidemiologists in combatting
disease.
10. Compare and contrast different antimicrobials and their effect on
microbes.
11. Compare and contrast immunology, diagnosis, treatment, and prevention
of infectious diseases.
12. Compare and contrast four major parasitic nematodes, their appearance,
life cycles, and method of infecting the host.
13. Demonstrate the ability to take online proctored assignments and exams
using Respondus with 100% accuracy.

Learning Objectives/Outcomes for the Course

The proper use of Respondus in online exams (CLO 13)

1. Describe the requirements for computer hardware and software as stated in the
syllabus.

2. Describe the manner in which proctored exams are taken using a Webcam and
microphone.

3. Download Respondus software.

4. Describe how Respondus works and what actions constitute flag violations.

5. Take the Respondus Syllabus Assessment without any flag violations and pass
the assessment with at least 80% accuracy.  This includes passing the cognitive
part of assessment with at least 70% accuracy and passing the Respondus part
of the assessment with 100% accuracy.

Chapter 1 (CLO 1)

Describe the key experiments of scientists who disproved spontaneous

1.01
generation.
1.02 Explain why life could not exist without microorganisms.
1.03 Describe three applications of microbiology.
Describe the role of microbes in disease, including the triumphs, present
1.04
and future challenges, and host-microbe interactions.
Describe the diversity of microorganisms in terms of their numbers and
1.05
ability to be grown in culture.
1.06 Compare and contrast the Bacteria, Archaea and Eucarya.
1.07 Compare and contrast algae, fungi, and protozoa.
1.08 Explain how the scientific name of an organism is written.
1.09 Compare and contrast viruses, viroids, and prions.
1.10 Compare the size differences among microbes.

Chapter 3 (CLO 1 and 2)

Describe the importance and principles of magnification, resolution, and

3.01
contrast in microscopy.
Compare and contrast light microscopes, electron microscopes, and
3.02
atomic force microscopes.
3.03 Describe the principles of the Gram stain and the acid-fast stain.
Describe the techniques used to observe capsules, endospores, and
3.04
flagella.
3.05 Describe the benefits of using fluorescent dyes and tags.
Describe the common bacterial shapes and groupings, and their
3.06
significance.
3.07 Describe two multicellular associations of bacteria.
Describe the structure and chemistry of the cytoplasmic membrane,
3.08
focusing on how it relates to membrane permeability.
Describe how the cytoplasmic membrane is involved with proton motive
3.09
force.
3.10 Explain why transport systems are necessary for a cell.
Compare and contrast facilitated diffusion, active transport, and group
3.11
translocation.
Describe the importance of secretion and explain how a cell determines
3.12
which polypeptides are destined for secretion.
3.13 Describe the chemistry and structure of peptidoglycan.
Compare and contrast the structure and chemistry of the Gram-positive
3.14
and Gram-negative cell walls.
3.15 Explain the significance of lipid A and the O antigen of LPS.
3.16 Explain how the cell wall affects susceptibility to penicillin and lysozyme.
3.17 Explain how the cell wall affects Gram staining characteristics.
3.18 Describe the cell walls of the Archaea.
Compare and contrast the structure and function of capsules and slime
3.19
layers.
Describe the structure and arrangements of flagella, and explain how they
3.20
are involved in chemotaxis.
3.21 Compare and contrast the structure and function of fimbriae and sex pili.
Describe the structure and function of the chromosome, plasmids,
3.22
ribosomes, storage granules, gas vesicles, and endospores.
3.23 Describe the significance and processes of sporulation and germination.
Describe the structure and function of the eukaryotic plasma membrane,
3.24
comparing and contrasting it with the prokaryotic cytoplasmic membrane.
3.25 Compare and contrast the roles of channels and carriers.
3.26 Describe the processes of endocytosis and exocytosis.
3.27 Describe the role of the endoplasmic reticulum in secretion.
Describe the structure and function of eukaryotic ribosomes, the
3.28
cytoskeleton, flagella, and cilia.
Describe the function of the nucleus, mitochondria, chloroplasts,
3.29
endoplasmic reticulum, Golgi apparatus, lysosomes, and peroxisomes.

Chapter 4 (CLO 1 and 3)

Describe binary fission and how it relates to generation time and
4.01
exponential growth.
Describe a biofilm and give one positive and one negative impact that
4.02
biofilms have on humans.
Explain why microbes that grow naturally in mixed communities
4.03
sometimes cannot be grown in pure culture.
Describe how the streak-plate method is used to obtain a pure culture,
4.04
and how the resulting culture can be stored.
Describe the stages of a growth curve, and compare this closed system to
4.05
colony growth and continuous culture.
Describe the importance of a prokaryote's requirements for temperature,
4.06 O2, pH, and water availability, and define the terms that express these
requirements.
Explain the significance of reactive oxygen species, and describe the
4.07
mechanisms cells use to protect against their effects.
4.08 List the required elements and examples of common sources.
4.09 Explain the significance of a limiting nutrient.
4.10 Explain why fastidious microbes require growth factors.
Describe the energy and carbon sources used by photoautotrophs,
4.11
chemolithoautotrophs, photoheterotrophs, and chemoorganoheterotrophs.
Compare and contrast complex, chemically defined, selective, and
4.12
differential media.
Explain how aerobic, microaerophilic, and anaerobic conditions can be
4.13
provided.
4.14 Describe the purpose of an enrichment culture.
Compare and contrast methods used for direct cell counts, viable cell
4.15
counts, measuring biomass, and detecting cell products.

Chapter 5 (CLO 1 and 4)

Using the appropriate terminology, describe the principles of sterilization,

5.01 disinfection, pasteurization, decontamination, sanitization, and
preservation.
Compare and contrast the methods used to control microbial growth in
5.02 daily life, healthcare settings, microbiology laboratories, food and food
production facilities, water treatment facilities, and other industries.
Explain why the type and number of microbes, environmental conditions,
5.03 risk for infection, and composition of the item influence the selection of an
antimicrobial procedure.
Compare and contrast pasteurization, sterilization using pressurized
5.04
steam, and the commercial canning process.
Explain the drawbacks and benefits of using dry heat rather than moist
5.05
heat to kill microorganisms.
Describe how depth filters, membrane filters, and HEPA filters are used to
5.06
remove microorganisms.
Compare and contrast the use of gamma irradiation, ultraviolet
5.07
irradiation, and microwaves for destroying microorganisms.
Describe the difference between sterilants, high-level disinfectants,
5.08
intermediate-level disinfectants, and low-level disinfectants.
Describe five important factors to consider when selecting an appropriate
5.09
germicidal chemical.
Compare and contrast the characteristics and use of alcohols, aldehydes,
biguanides, ethylene oxide gas, halogens, metals, ozone, peroxygens,
5.10
phenolic compounds, and quaternary ammonium compounds as
germicidal chemicals.
Compare and contrast chemical preservatives, low-temperature storage,
5.11 and reducing the available water as methods to preserve perishable
products.

Chapter 14 (CLO 7)

14.01 Outline the essential components of the innate defenses.

Describe the first-line defenses, including the physical barriers,
14.02
antimicrobial substances, and normal microbiota.
Describe the characteristics and roles of granulocytes, mononuclear
14.03
phagocytes, dendritic cells, and lymphocytes.
Describe the characteristics and roles of surface receptors, cytokines,
14.04
and adhesion molecules in innate immunity.
Describe the role of TLRs, NLRs, RLRs, and the interferon response in the
14.05
host defenses.
Describe the three pathways that lead to complement system activation
14.06
and the three outcomes of activation.
14.07 Outline the steps of phagocytosis.
14.08 Compare and contrast the roles of macrophages and neutrophils.
Describe the inflammatory process, focusing on the factors that initiate
14.09
the response and the outcomes of inflammation.
14.10 Compare and contrast apoptosis and pyroptosis.
14.11 Describe the induction and outcomes of fever.

Chapter 15 (CLO 7)

Compare and contrast the general aspects of humoral immunity and cell-
15.01
mediated immunity.
Compare and contrast the roles of lymphatic vessels, the various
15.02
secondary lymphoid organs, and primary lymphoid organs.
Define the terms antigen, immunogen, T-dependent antigen, T-
15.03
independent antigen, antigenic and epitope.
15.04 Diagram an antibody, labeling the various functional regions.
15.05 Describe six protective outcomes of antibody-antigen binding.
15.06 Compare and contrast the five classes of immunoglobulins.
Outline the process of clonal selection and expansion. Early on,
15.07 immunologists recognized that the immune system is capable of making
a seemingly infinite array of antibody specificities.
15.08 Describe the role of TH cells in B-cell activation.
15.09 Compare and contrast the primary and the secondary responses.
Compare and contrast the response to T-dependent antigens and T-
15.10
independent antigens.
15.11 Describe the importance of T-cell receptors and CD markers.
15.12 Describe the role of dendritic cells in T-cell activation.
Compare and contrast TH and TC cells with respect to antigen
15.13
recognition and the response to antigen.
15.14 Describe two distinct protective roles of NK cells.
Describe the roles of gene rearrangement, imprecise joining, and
15.15
combinatorial associations in the generation of diversity.
15.16 Describe positive and negative selection of lymphocytes.
Chapter 16 (CLO 7)

16.01 Compare and contrast mutualism, commensalism, and parasitism.

16.02 Describe three protective roles of the normal microbiota.
Describe how the composition of the normal microbiota can change over
16.03
time.
16.04 Define the terms primary pathogen, opportunist, and virulence.
16.05 Compare and contrast acute, chronic, and latent infections.
List Koch's postulates and compare them to the Molecular Koch's
16.06
postulates.
16.07 Describe the requirements for adherence and colonization.
16.08 Explain the role of type III secretion systems in infection.
Describe the mechanisms pathogens use to penetrate the skin and
16.09
mucous membranes.
Describe mechanisms that bacteria use to avoid complement system
16.10
proteins, antibodies, and destruction by phagocytes.
16.11 Describe the difference between exotoxins and endotoxins.
Compare and contrast neurotoxins, enterotoxins, and cytotoxins, giving
16.12
two examples of each.
16.13 Explain how inflammation and antibodies can cause damage.
Describe how viruses recognize host cells, and how they spread to other
16.14
cells.
Describe how viruses avoid interferon, regulate apoptosis, and avoid
16.15
antibodies.
Describe the mechanisms of pathogenesis of dermatophytes, Candida
16.16
albicans, and the dimorphic fungi.
Compare and contrast the mechanisms of pathogenesis of protozoa and
16.17
helminths.

Chapter 17 (CLO 8)

17.01 Compare and contrast naturally acquired active immunity, artificially

acquired active immunity, naturally acquired passive immunity, and
artificially acquired passive immunity.
Compare and contrast the characteristics of attenuated and inactivated
17.02
vaccines.
List six diseases that routine childhood immunizations have reduced in
17.03
occurrence by at least 95%.
17.04 Describe the difference between polyclonal and monoclonal antibodies.
17.05 Describe how the antibody titer is determined.
Compare and contrast precipitation reactions and agglutination
17.06
reactions.
17.07 Explain the how labeled antibodies are used in direct and indirect tests.
Compare and contrast fluorescent antibody tests, ELISAs, and Western
17.08
blots.
Describe how the fluorescence-activated cell sorter is used in
17.09
immunoassays.

Chapter 18 (CLO 8)

18.01 Describe the immunologic reactions involved in type I hypersensitivities.

Compare and contrast localized allergic reactions and systemic
18.02
anaphylaxis.
18.03 Explain the treatments for allergies.
Explain the mechanisms of lysis of red blood cells in transfusion
18.04
reactions.
Explain the cause of hemolytic disease of the newborn and how it can be
18.05
prevented.
Describe the role of immune complexes in type III hypersensitivity
18.06
reactions.
18.07 Compare and contrast the Arthus reaction with serum sickness.
Describe the key immunologic reactions involved in type IV
18.08
hypersensitivities.
Outline the role of type IV hypersensitivity reactions in contact
18.09
dermatitis or contact allergies.
18.10 Explain the process of rejection of transplanted tissues.
18.11 Describe the mode of action of medications used to prevent rejection of
transplanted tissue.
18.12 Define autoimmunity and explain some possible causes.
Give five examples of autoimmune diseases and the mechanism of tissue
18.13
injury in each.
18.14 Contrast the two main categories of immunodeficiency disorders.
Explain how immunodeficiency can lead to multiple and unusual
18.15
infections.

Chapter 19 (CLO 9)
Define the terms commonly used to describe the epidemiology of
19.01
disease.
Explain why epidemiologists are most concerned with the rate of
19.02
disease rather than the number of cases.
Describe movement of a pathogen from its reservoir to a host, and
19.03
back to its reservoir or to another host.
Explain how characteristics of a pathogen or of a host can influence the
19.04
epidemiology of a disease.
Compare and contrast descriptive studies, analytical studies, and
19.05
experimental studies.
Describe how a common-source epidemic can be distinguished from a
19.06
propagated epidemic.
Compare and contrast the roles of the Centers for Disease Control and
19.07 Prevention, state public health departments, and the World Health
Organization.
19.08 Explain the value of maintaining a current list of notifiable diseases.
19.09 Describe the conditions that may allow eradication of a disease.
Explain two ways in which microbial evolution can lead to emergence of
19.10
disease.
Describe how human behavior can contribute to the emergence and
19.11
reemergence of disease.
19.12 Explain how climate can influence disease emergence.
Describe four reservoirs of infectious agents in healthcare settings and
19.13
three mechanisms by which the agents can be transferred to patients.
19.14 Describe the role of Infection Control Committees in preventing
nosocomial infections.   
 

Chapter 20 (CLO 10)

20.1. Describe the discovery of antimicrobial medications, including antibiotics.

20.2. Explain how new antimicrobial medications are developed.

20.3. Describe selective toxicity; antimicrobial action; spectrum of activity; tissue

distribution/metabolism/ excretion; effects of combinations; adverse effects; and
resistance to antimicrobials.

20.4. Describe the b-lactam antibiotics and other antimicrobials that inhibit cell wall
synthesis.

20.5. Describe the antimicrobial medications that interfere with the following:
protein synthesis, nucleic acid synthesis, metabolic pathways, or cell membrane
integrity.

20.6. Describe the antibacterial medications used to treat Mycobacterium

tuberculosis infections.

20.7. Describe how the minimum inhibitory concentration (MIC) and the minimum
bactericidal concentration (MBC) are determined.

20.8. Compare and contrast the Kirby-Bauer disc diffusion test with commercial
modifications of antimicrobial susceptibility testing.

20.9. Describe four general mechanisms of antimicrobial resistance.

20.10. Describe how antimicrobial resistance can be acquired.

20.11. List five examples of emerging antimicrobial resistance.

20.12. Describe how the emergence and spread of antimicrobial resistance can be
slowed.

20.13. Describe the antiviral medications that interfere with the following: viral
uncoating, nucleic acid synthesis, genome integration, or assembly and release of
viral particles.

20.14. Describe the antifungal medications that interfere with fungal cytoplasmic
membrane synthesis and function cell wall synthesis, cell division, or nucleic acid
synthesis.

20.15. Describe the targets of most antiparasitic medications.

20.16. Describe drug repurposing.

20.17. Describe a repurposed anti-viral drug used to treat COVID-19.

20.18. Explain why a variety of drugs must be used to treat COVID-19.

20.19. Name three potential targets for SARS-COV-2 specific medications.

Chapter 21 (CLO 11)

21.1. Outline the functions of the upper and lower respiratory tracts.

21.2. List the parts of the respiratory system that are normally microbe-free.

21.3. Compare the distinctive characteristics of strep throat and diphtheria.

21.4. List the parts of the upper respiratory system commonly infected by
Streptococcus pneumoniae and Haemophilus influenzae.

21.5. List the strategies helpful in avoiding common colds.

21.6. Give the distinctive characteristics of adenoviral pharyngitis.

21.7. Compare the distinctive features of pneumococcal, Klebsiella, and

Mycoplasmal pneumonia.

21.8. Outline the pathogenesis of pertussis, tuberculosis, legionellosis, and

inhalation anthrax.

21.9. Describe antigenic drift and antigenic shift and discuss how they affect the
epidemiology of influenza.

21.10. Compare the distinctive characteristics of respiratory syncytial virus infection

and hantavirus pulmonary syndrome.

21.11. Describe the pathogenesis of histoplasmosis.

21.12. Outline the epidemiology of coccidioidomycosis and Pneumocystis

pneumonia.

Chapter 22 (CLO 11)

22.1. Describe the function of skin in health and disease.
22.2. Explain the role of normal skin microbiota in health and disease.
22.3. Compare and contrast acne and hair follicle infections.
22.4. Describe the characteristics of staphylococcal scalded skin syndrome and
impetigo.
22.5. Compare and contrast Lyme disease and Rocky Mountain spotted fever.
22.6. Compare and contrast chickenpox, measles, and rubella.
22.7. Compare and contrast fifth disease and roseola.
22.8. Describe the process that leads to warts.
22.9. Describe the characteristics of superficial cutaneous mycoses, including the
role of dermatophytes.
22.10. Describe the condition tinea versicolor and its causative agent, Malassezia
furfur.

Chapter 23 (CLO 11)

23.1. Name three tissue components exposed by wounds to which pathogens

specifically attach.
23.2. Describe the beneficial and harmful aspects of abscess formation.
23.3. Give distinctive characteristics of three common wound infections caused by
bacteria that grow aerobically.
23.4. Discuss the significance of fibronectin binding by S. epidermidis.
23.5. Describe the conditions that lead to the development of anaerobic wound
infections.
23.6. Discuss why it is difficult to treat wounds infected with toxin- producing
bacteria.
23.7. Explain why human mouth microbiota can cause serious bite wound
infections.
23.8. Describe two zoonotic wound infections.
23.9. Give the distinctive features of rose gardener’s disease.

LABORATORY LEARNING OBJECTIVES:

Upon completion of the laboratory and lecture sections of this course, the student
should be able to:

Module 1 (CLO 13)

1. Perform all laboratory procedures in a safe manner. (CLO 4)

2. Properly use and care of a compound microscope. (CLO 2)

Module 2

3. Define bacterial colony. (CLO 1, 3)

4. Explain the process of using sterile techniques to streak and isolate organisms.
(CLO 1, 5)

5. List five characteristics used to describe colonial morphology. (CLO 1, 6)

6. Evaluate different types of culture media. (CLO 1, 6)

7. List and define the three basic shapes of bacteria. (CLO 1, 6)

8. Differentiate the individual size and shapes of yeast cells, cocci in clusters, and
bacilli. (CLO 1, 6)

9. Describe how a wet mount is performed. (CLO 6)

10. Explain why a simple stain is convenient. (CLO 1, 6)

11. Describe the importance of fixing a slide that is to be stained. (CLO 1, 6)

Module 3

12. Evaluate and differentiate between gram-positive and gram-negative

microorganisms. (CLO 3, 6)

13. Identify the steps and principle to the Gram stain procedure. (CLO 3, 6)

14. State the advantage of the Gram-stain over a simple stain. (CLO 3, 6)

15. Explain the uniqueness of the acid-fast bacteria cell wall. (CLO 1, 6)

16. Name two genera of bacteria that are acid-fast and two diseases caused by acid-
fast bacteria. (CLO 6)

17. Identify two acid fast staining methods commonly used. (CLO 3, 6)

18. Explain why the acid-fast stain is considered to a differential stain. (CLO 6)

Module 4

19. Explain the importance of the isolating individual colonies from a mixed culture
(CLO 3, 6)

20. Describe and explain the three and four streak methods used for isolation of
microorganisms (CLO 6)

21. Explain which of the four quadrants of a streaked plate isolated colonies are
expected to appear and why (CLO 6)

22. Describe why a Petri plate should not be left open for an extended period. (CLO
6)

23. Differentiate between selective and differential media. (CLO 3, 6)

24. Evaluate the advantage of isolating pathogens by inhibiting normal flora. (CLO 1,
3)

25. Describe the different categories of media and their purpose. (CLO 6)

26. List the organisms that grow on the following culture media: blood agar,
chocolate agar, mannitol agar, MacConkey, Hektoen Enteric, (HE) agar, XLD
agar, phenylethyl alcohol agar and Modified Thayer Martin. (CLO 3, 6)

27. Describe the following in a summary: the classification such as selective,

differential or enriched, the agent that makes it selective or differential, and the
types of organisms it supports for growth and/or inhibits. (CLO 3, 6)

Module 5

28. Define an antimicrobial agent. (CLO 10)

29. Explain the meaning of antimicrobial resistance and susceptibility. (CLO 10)

30. Explain why pure cultures are necessary for antimicrobial susceptibility testing.
(CLO 6, 10)

31. Describe what would happen if a mixed culture were used in a susceptibility test.
(CLO 6, 10)

32. State two mechanisms by which bacteria can acquire antibiotic resistant genes.
(CLO 7)

33. Describe the Kirby-Bauer test antimicrobial susceptibility test. (CLO 6, 7)

34. Interpret the Kirby-Bauer test. (CLO 6, 7)

Module 6

35. Describe the Gram-stain morphology of Staphylococcus species. (CLO 3, 6)

36. Describe a biochemical test that differentiates Staphylococcus from

Streptococcus species. (CLO 6)

37. Evaluate selective media for isolating and differentiating Staphylococcus species.
(CLO 3, 6)
38. List two common skin infections and two systemic infections caused
by Staphylococcus species. (CLO 11)

39. Name the test that differentiates Staphylococcus aureus from

other Staphylococcus species. (CLO 6, 11)

40. Specify body sites where Staphylococcus species are found as part of the normal
flora. (CLO 3, 11)

41. Explain the difference between the slide coagulase and tube coagulase test.

(CLO 6)

42. Describe the test that differentiates S. epidermidis from S. saprophyticus. (CLO

6)

43. Explain the type of infection commonly caused by S. saprophyticus. (CLO 6)

44. Complete a case study associated with Staphylococcus infection. (CLO 6, 11)

Module 7

45. Describe the types of streptococcal hemolysis. (CLO 6, 11)

46. Explain the best culture media and atmospheric conditions for cultivating
Streptococci. (CLO 3, 6)

47. Describe normal flora of the upper and lower respiratory tracts. (CLO 11)

48. List diseases cause by the beta-hemolytic streptococci, alpha-

hemolystreptococci, Enterococcus faecalis and Streptococcus bovis. (CLO 11)

49. Identify tests used to differentiate between Streptococci pyogenes and

S. agalactiae. (CLO 6)

50. Identify tests used to differentiate between Streptococcus pneumoniae from

Viridans streptococci. (CLO 6)

51. Identify tests used to differentiate between Enterococcus species and

Streptococcus bovis. (CLO 6)

52. Describe X and V factors. (CLO 6)

53. Name tests used to identify Haemophilus influenzae. (CLO 6)

54. List diseases caused by Haemophilus influenzae. (CLO 11)

Module 8

55. List types of bacteria found as normal flora in the human intestinal tract. (CLO 7,
11)

56. Explain the basis of biochemical and serological tests for the identification
of enteric bacteria. (CLO 6)

57. List the major components of TSI agar and IMViC and explain the basis of the
various test reactions. (CLO 3)

58. Compare and contrast lactose fermenters and non-lactose fermenters. (CLO 3)

59. Summarize the gram-stain reaction, the biochemical tests and serological tests
for common Enterobacteriaceae causing human disease. (CLO 3, 6)

60. List three rapid methods used to identify Enterobacteriaceae. (CLO 6)

61. Define and identify an example of an opportunistic infection and an opportunistic

pathogen. (CLO 3, 11)

62. Construct a basic flow chart for processing a stool sample for the identification
of enteric pathogens. (CLO 6)

63. List two genera that are not members of the Enterobacteriaceae group but cause
intestinal disease. (CLO 11)

Module 9

64. Differentiate between Salmonella and Shigella through selective and differential

media and biochemical testing methods. (CLO 6)

65. Evaluate how to process, isolate, and identify Campylobacter jejuni. (CLO 6)

66. Evaluate three clinical case studies and identify the disease-causing agent. (CLO
11)

67. Describe the enteric bacteria that are normal flora of the intestinal tract. (CLO 7,
11)
68. Explain why the preparation of a Gram-stained smear from a stool specimen is
not recommended. (CLO 6)

69. Discuss why several selective and differential media are used for detecting

possible enteric pathogens. (CLO 3, 6)

Module 10

70. Describe three basic cellular structures found in all protozoa. (CLO 1)

71. Identify six major groups of pathogenic protozoa and give an example of each.
(CLO 1)

72. Define the term helminth and distinguish a roundworm from a flatworm. (CLO 12)

73. List and describe three methods for establishing a laboratory diagnosis of al

parasitic infection. (CLO 1, 6, 11)

Assessment of Learning

Grading Policies

The final grade for this course is calculated by percentages in each of the categories
below. These percentage points will be summed up to obtain the Final Grade.

a. Lecture Exams - four at 10% each 40%

b. Lecture Final Exam 15%
c. Chapter Quizzes (3) 10%
d. Student Introductions, How to Succeed in this Course Lesson, and 10%
Discussions which include:
- Viewing the lesson on “How to Succeed in this Course” in its entirety
- 3 Chapter Discussions
- Respondus Quiz and Student Introductions

e. Laboratory Grade 25%

Consists of 48% points earned in all Lab Assignments (all non-
proctored assignments with 100 possible points)
Consists of 52% of points earned in all Lab Quizzes (all-proctored
quizzes with 174 possible points)
TOTAL 100%

A = Greater than or equal to (≥) 89.50 – 100%

B = ≥79.50 – 89.49%
C = ≥69.50 – 79.49%
D = ≥59.50 – 69.49%
F = 0 – 59.49%

Required Readings, Technology Needs, and Resource

Materials
Textbook 1: Nester’s Microbiology: A Human Perspective, Tenth
Edition.

Retail Price: Varies depending on seller, whether it is rented or purchased,

and the format (digital or hard bound)

This required text does have an eBook offering.  If you would like to explore
this cost-effective resource, please request this option in the bookstore or
visit mheducation.com

Author: Anderson, Denise, et al.

Publisher: McGraw-Hill, Dubuque, IA.

Copyright: 2022

ISBN: 978-1-264-34198-6

This textbook is not an open educational resource.

Textbook 2: Laboratory Manual and Workbook in Microbiology.

Applications to Patient Care. Twelfth Edition.

Retail Price: Varies depending on seller, whether it is rented or purchased,

and the format (digital or hard bound)

Author: Granato, Paul A., et al.

Publisher: McGraw-Hill, Dubuque, IA.

Copyright: 2019

ISBN: 978-1-260-00218-8
This textbook is not an open educational resource.

Additional Instructional Materials:

Lecture:

Antibody Immune Response (2007, June 27). Antibody immune

response [Video file]. Retrieved from https://www.youtube.com/watch?v=
lrYlZJiuf18.

Chemotherapy.com (2012, January 23). How white blood cells work  [Video

file]. Retrieved from https://www.youtube.com/watch?v=0TvTyj5FAaQ.

Morris, S. & Mohdin A. Author, (October 8, 2018). Family of second Pret a

manger victim call for answers. Retrieved from
https://www.theguardian.com/uk-news/2018/oct/08/pret-a-manger-second-
person-to-die-after-allergic-reaction-named-as-celia-marsh.

Power point lectures. McGraw-Hill, Dubuque, IA.

Product Insert, QuickVue One-Step hCG-Urine Test, QUIDEL Corp October,

1995.

Ryman, Adam. (2008, March 7). WBC chases bacteria in real life [Video
file]. Retrieved from https://www.youtube.com/watch?v=JnlULOjUhSQ.

Lab:

Reyna, Maria Elena. Softchalk lessons and video lessons (2015).

TECHNICAL REQUIREMENTS

Computer Requirements

A laptop or desktop is required for this course which has the requirements
described below:

Computer Hardware
To participate in this online course, you should have easy access to a computer less
than 3-years old with a high-speed internet connection via cable modem, LAN or
DSL. To ensure you are using a supported browser and have required plug-ins
please refer to Supported Browsers, Plugins & Operating Systems for Blackboard
Learn from Blackboards resource page.

Student Technical Skills

You are expected to be proficient with the following:
 Using Blackboard
 Using and sending an email with attachments
 Creating and submitting files in commonly used word processing program
formats
 Copying and pasting
 Downloading and installing software

Software

 Google's Chrome(latest version)
 Mozilla's Firefox(latest version)
 Adobe's Reader plugin (latest version)
 Apple's QuickTime plugin (latest version)
 Virus Protection
 Microsoft Office (latest version; available for free)

Additional System Requirements (Students)

Adobe Flash Player (bundled with the LockDown Browser

installation)

Web camera (internal or external) & microphone

Mobile-friendly applications

The course may be accessed through the Blackboard app which can be
downloaded from the Goggle Play store (Android) or the App Store (iOS). You may
view the course syllabus, announcements, course content, grades, and reply to
discussion questions using the app. Please use a laptop or desktop to submit
assignments and to take quizzes and exams using Respondus.

Technical Assistance
If you need technical assistance at any time during the course or to report a
problem with Blackboard you can:

Visit the Blackboard Student Help Site

Submit a Blackboard Help Ticket

Help Contact Information (UTRGV’s Blackboard Support):

Campus Brownsville Edinburg

Location Casa Bella (BCASA) Education Building
613 Room 2.202
Campus Brownsville Edinburg
(956) 882-6792 (956) 665-5327
Phone (24/7 (956) 882-6751 956-665-5327
Support)
Hours of Monday – Friday Monday – Friday
Operation 7:30AM – 6:00PM 7:30AM – 6:00PM

Tentative Calendar of Activities

The learning objectives for all lectures and assignments listed on the calendar can be found under
Learning Objectives on this syllabus and also on Blackboard within every weekly module for both lecture
and lab.

Week 1

Begin Unit 1 Chapters 1, 3, 4, 5 Text Chapter/Reading/Lesson

July 13, Thursday How to Succeed in this Course, Respondus and Video lesson on how to
Syllabus Lecture and Assessment, Students’ succeed, Power point lesson
Introduction Discussion and assessment, Students’
Introduction

July 14, Friday Humans and the Microbial World Chapter 1

July 17, Monday Cells and Methods to Observe Them Chapter 3

July 18, Tuesday Dynamics of Prokaryotic Growth Chapter 4

July 19, Wednesday Control of Microbial Growth Chapter 5

Week 2
July 20, Thursday Quiz 1 Unit 1

July 21, Friday Exam 1 and Discussion Unit 1

Begin Unit 2 Chapters 14, 15, 16, 17, 18 Unit 2

July 24, Monday The Innate Immune Response Chapter 14

July 25, Tuesday The Adaptive Immune Response Chapter 15

July 26, Wednesday Host Microbe Interactions Chapter 16

Week 3
July 27, Thursday Applications of Immune Responses Chapter 17

July 28, Friday Applications of Immune Responses Chapter 17

July 31, Monday Immunological Disorders Chapter 18

August 1, Tuesday Quiz 2 Unit 2

August 2, Wednesday Exam 2 and Discussion Unit 2

Week 4
Begin Unit 3 Chapters 19, 20, 21 Unit 3

August 3, Thursday Epidemiology Chapter 19

August 4, Friday Antimicrobial Medications Chapter 20

August 7, Monday Respiratory Infections Part I Chapter 21

August 8, Tuesday Respiratory Infections Part II Chapter 21

August 9, Wednesday Quiz 3 Unit 3

Week 5
August 10, Thursday Exam 3 and Discussion Unit 3

Begin Unit 4 Chapters 22, 23 Unit 4

August 11, Friday Skin Infections Chapter 22

August 14, Monday Wound Infections Chapter 23

August 15, Tuesday Wound Infections Chapter 23

August 16, Wednesday Exam 4 Unit 4

Week 6
August 17, Thursday Study Day Study Day

Final Exam (comprehensive) Final Exam (comprehensive)

August 18 –
Last Day -
Friday
TENTATIVE LAB SCHEDULE
Summer II 2023
Week Begins Lab Mode Activity
Thursday, 1 Online Introduction & Laboratory Safety
July 13
2 Online Wet Preps
Thursday, Online Gram Stains
July 20 3

Online Streaking and Cultures

4

Thursday, Online Antimicrobial Agents

July 27 5

Online Staphylococci
6

Thursday, Online Streptococci and Haemophilus

August 3 7

Online Enterobacteriaceae
8

Thursday, Online Enteric Pathogens

August 10 9

Online Parasitology
10

Course Policies and Procedures

We value a positive and supportive learning environment, and for us to thrive
together, we must recognize that our responsibilities, actions, and contributions can
impact and transform our learning. The course policies listed below are created to
ensure your success by fulfilling course expectations while remaining flexible to
account for unexpected events.

COURSE POLICIES

Students’ Behavior Expectations - Communication with Instructor,

Participation, Attendance and Late Work Policy
Communication with Instructor

Take charge of your own learning – read all communications from

instructor:

The students are expected to read all communications from the instructor which
consist mostly of announcements and include comments or corrections on
assignments, etc.

The instructor usually emails a student directly if there was a problem with the
Respondus results or if they have been absent, primarily, but may need to email
the student for other reasons.

If the student does not respond to the instructor within 48 hours, and the instructor
is seeking a response regarding an apparent Respondus flag violation, the instructor
will apply a zero as a grade to the assignment in question until the problem has
been resolved.

Attendance and Participation in the Course

Participation consists of keeping up with all assignments in both lecture and lab.
A student is regarded as not participating by the number of missing assignments.
Any student missing half or more of the assignments at any given time in either
lecture or lab is considered as not participating in the course. Any student who has
missed half or more of the assignments by the Drop Date will be dropped from both
lecture and lab.

Participation, access to Blackboard, and completion of assignments before

deadlines:

Students that have not participated in the course as stated above, have not
communicated with the instructor regarding their excessive absence in the course,
and have not yet been dropped will be blocked from Blackboard and will not be
allowed to continue taking exams or complete assignments.

Justification will be required for reinstatement to Blackboard, such as a medical

excuse or recommendations provided by Student Services.

UTRGV’s attendance policy excuses students from attending class if they are
participating in officially sponsored university activities, such as athletics; have
been provided such an accommodation by Student Accessibility Services (SAS); for
observance of religious holy days; or for military service. Students should contact
the instructor in advance of the excused absence and arrange to make up missed
work or examinations.

Students are expected to complete all assignments. A student missing 3 or more

assignments in lecture or lab may be dropped by the instructor for non-participation
or non-attendance at any time prior to the Drops Deadline.
Policies regarding missing deadlines, inability to keep up with the course,
problems with Blackboard, etc.

 Only medical emergencies or other occurrences of a serious nature will be

considered with necessary proof if a deadline has been missed.
 Students will not be allowed to re-enter an assignment if it has already been
completed for reasons such as “feeling ill” during the assignment or for any
other reason.
 Students who present with unusual circumstances or with the inability to
keep up with the class will need to see Student Services; however, no
assignments will be opened up after the Adds and Drops Deadline.
 Missing deadlines or forgetting an assignment is due are not acceptable
reasons.
 Assignment dates will not be rescheduled for any student for any reason, and
students should not request it.
 Excuses involving Blackboard will require a report from Blackboard stating
that there was indeed a problem.
 Problems involving logging in within 5 minutes before the deadline will not be
considered.
 Once an assignment or exam is closed, it will not be reopened for any
reason.
 There are no grades dropped.
 There is no extra-credit given to any student.
 There are no points added to your final grade as a favor, and any requests
such as this will be reported.
 The grade is not calculated according to the point system but by
percentages.
 There are no favors given to students for completing the Course Evaluation.

OTHER IMPORTANT POLICIES:

Students should not request that the instructor grant them extra points,
special allowances or favors because they have a “scholarship” or other
reason they “need” or “must have” a particular grade. They will be reported
to the Office of Students Rights and Responsibilities. This is considered a
request for “unfair advantage to a student” and is considered academic
dishonesty according to University policy (Board of Regents Rules and
Regulations STU 02-100, and UTRGV Academic Integrity Guidelines).

Students who have frequently missed class, assignments or exams due to

personal or medical reasons and want to continue with the course, have the
option of seeking the assistance of Student Services. They will require
certain documentation from the student and make a determination.
Information on contacting Student Services is stated below. In cases such
as this, the instructor will require the evaluation provided by Student
Services.

Traveling during the Semester

Students who decide to travel during the semester for any reason do so at their
own risk. The deadlines and due dates will not be modified for any reason for any
student. Also, any problems due to connectivity issues related to travel such as
Wifi problems, not using the appropriate hardware and software, etc. will not be
considered.

Technical issues or problems with Blackboard must be reported within 24

hours of assignment due date and time:

Any technical issues or any other issues experienced with any assignment should be
addressed to the instructor or Blackboard, if necessary, within the assignment
availability period and at most 24 hours after the assignment closes. Any issues
brought to the instructor’s knowledge after this period will not be considered.

LEARNING AND TEACHING ENVIRONMENT

A safe and relaxed learning and teaching environment should be the norm at all
times in the classroom.

ABSENCES/SICK POLICY

 If a student needs to miss class due to illness and other personal reasons,
they should inform the instructor ahead of time or as soon as possible.
 The material covered will be available within the weekly modules as stated in
the “Tentative Lecture Schedule” and may be accessed by the student.
 In the case of excused absences agreed to by the instructor, the student
should contact the instructor to schedule the make-up of any missed
assignments or if they have any questions regarding the lectures or
assignments missed.
 Recorded lectures are also available, and may be provided to the
student, if needed.
 The use of classroom recordings is governed by the Federal
Educational Rights and Privacy Act (FERPA), UTRGV’s acceptable-use
policy, and UTRGV HOP Policy STU 02-100 Student Conduct and
Discipline. A recording of class sessions will be kept and stored by
UTRGV, in accordance with FERPA and UTRGV policies. Your instructor
will not share the recordings of your class activities outside of course
participants, which include your fellow students, teaching assistants, or
graduate assistants, and any guest faculty or community-based
learning partners with whom we may engage during a class session.
You may not share recordings outside of this course. As referenced in
UTRGV HOP Policy STU 02-100 Student Conduct and Discipline, doing
so may result in disciplinary action.

COURSE DROPS
According to UTRGV policy, students may drop any class without penalty
earning a grade of DR (drop) until the official drop date. Following that date,
students must be assigned a letter grade and can no longer drop the class.
Students considering dropping the class should be aware of the “3-peat rule”
and the “6-drop” rule so they can recognize how dropped classes may affect
their academic success. The 6-drop rule refers to Texas law that dictates
undergraduate students may not drop more than six courses during their
undergraduate career. Courses dropped at other Texas public higher
education institutions will count toward the six-course drop limit. The 3-peat
rule refers to additional fees charged to students who take the same class for
the third time.

ACADEMIC INTEGRITY
Members of the UTRGV community uphold the Vaquero Honor Code’s shared values of
honesty, integrity and mutual respect in our interactions and relationships. In this regard,
academic integrity is fundamental in our actions, as any act of dishonesty conflicts as much with
academic achievement as with the values of honesty and integrity. The Writing Center is an
excellent resource to assist in learning about and avoiding plagiarism in writing. Violations of
academic integrity include, but are not limited to: cheating, plagiarism (including self-plagiarism),
and collusion; submission for credit of any work or materials that are attributable in whole or in
part to another person; taking an examination for another person; any act designed to give
unfair advantage to a student; or the attempt to commit such acts (Board of Regents Rules and
Regulations, STU 02-100, and UTRGV Academic Integrity Guidelines). All violations of
Academic Integrity will be reported to Student Rights and Responsibilities through
Vaqueros Report It.

COURSE POLICIES ON PROCTORING

Your enrollment in this course requires that you use Respondus Lockdown Browser
and Respondus Monitor for online assessment proctoring. LockDown Browser is a
custom browser that locks down the testing environment within Blackboard and
replaces regular browsers such as Chrome and Firefox. Respondus Monitor requires
you to have a webcam and microphone as it will record you while taking your
assessment. YOUR ACTIVITIES ARE RECORDED WHILE YOU ARE LOGGED
INTO OR TAKING YOUR ASSESSMENT(S).  THE RECORDINGS SERVE AS A
PROCTOR AND WILL BE REVIEWED AND USED IN AN EFFORT TO MAINTAIN
ACADEMIC INTEGRITY.  You can find more detailed information on Lockdown
Browser and Monitor at UTRGV.edu/online.

Policies regarding Closed-book Exams (exams, quizzes, and assessments)

 Unless stated as “open-book”, all exams, quizzes, and assessments in

CLSC 2429 lecture and lab are “closed-book"; that is, no resources
other than your own memory are allowed during test taking. You are
not allowed to use books, notes, the internet, and other people,
phones, cameras, etc. You are to use only your own knowledge.

 You cannot take pictures, either through a camera or through your

computer. Such acts will be recorded by Respondus and a grade of 0
will be given to the student and the student will be dropped from the
course and reported to the Dean of Health Professions and the Dean of
Students.

 Most proctored quizzes are allowed at least 2 tries, unproctored

assignments are allowed only one try.

 Although no proctored assignment is available for viewing, you may

ask the instructor for information on your proctored assignment or
schedule a meeting with your instructor to go over your proctored
assignment.

“Understanding Respondus” Lecture and Respondus Syllabus Assessment

A Respondus Syllabus Assessment will be the first assignment after the

“Understanding Respondus” lecture. Guidelines for students are provided in the
course home in Blackboard. This exam provides practice / demonstration for you to
test your equipment and your test taking ability using Respondus software. You will
be required to pass this Exam with no flag violations. You must subsequently be
able to take all proctored assignments with no flags raised in order to pass that
particular assignment or exam.

If you have problems with proctored exams and quizzes, refer to the
troubleshooting procedure in the student guidelines posted in Blackboard.

Respondus Flags and Consequences

Please refer to the lecture on Understanding Respondus. Respondus raises flags in

the response to the following:
Proper picture ID is required for all proctored assignments such as exams
and quizzes. Failure to show proper identification will result in a zero for
the assignment. Examples of proper ID include your student ID or driver’s
license. Please alert the instructor ahead of time for any problems
regarding your ID.

Environmental Integrity Checks (video of surroundings) - Respondus

requires that you show a view of your surroundings before a proctored assignment.
You must show a 360-degree view of your surroundings, not a partial view, and not
a view of your face dominating the surroundings. This includes the student’s lap
and desk (keyboard, top of desk, mouse, sides of computer device). Students must
also show a complete view of the room around them. Failure to do this correctly
and accurately will result in a zero for the assignment.

Suspicious eye movements - The software also tracks eye movement and flags
recordings as suspicious if the student looks away from the screen. Wearing
sunglasses also confuses the program and are usually not needed indoors, so
sunglasses should not be worn.

Tampering of camera and visibility of student - If there is manipulation of the

camera or microphone in any way, the software will flag it as tampering, requiring
the instructors to manually review the recording.

Sound - All noises in the location – including talking – are recorded.

Complying with Respondus policies - Any student who is not able to comply
with these guidelines and the use of the proctoring software will be given a zero for
this course and reported to the Office of Students Rights and Responsibilities.

Student visibility and locations

 Remember, take your exam in a private room or at the library, alerting

me in advance if you plan to take it in a place like the library. 
 There is no other public place for you to take your exam that is
authorized.  There should be no other person or persons in the room,
no noise, televisions, sound, etc. 
 Remember to place your ID squarely in front of the camera so that it
can be clearly seen. 
 Remember your face, eyes, shoulders should all be squarely visible
with the camera. 
 You should be sitting in front of your computer in a comfortable
position that allows the camera to view you clearly. 
 Odd positions such as taking the exam while laying down or lounging
do not work very well using Respondus. 
 There should be plenty of light in the room; the room should not be
dim or dark.  
 Please plan accordingly for time critical activities such as quizzes,
exams, and submission dates for assignments. Technical problems
experienced at the last minute an assignment is due will not be
considered by the instructor. Any technical problems experienced
should be resolved before the deadline.
 Any flag violations raised will result in a zero for the assignment.

Student Support Resources

We are committed to your personal, academic, and professional success; please know you can
reach out to me for questions and/or I can help you identify the resources you need. UTRGV
offers student support resources designed to contribute to your well-being and academic
excellence.

Students seeking academic help in their studies can use university resources in addition to an
instructor’s office hours. University Resources include the Advising Center, Career Center,
Counseling Center, Learning Center, and Writing Center. These centers provide services such
as tutoring, writing help, counseling services, critical thinking, study skills, degree planning, and
connections student employment (through Handshake and HR Student Employment). In
addition, services, such as the Food Pantry are also provided. Locations are listed below.

Center Name E-mail Brownsville Edinburg

Campus Campus

Advising Center [email protected] BMAIN 1.400 EITTB 1.000

(956) 665-7120 (956) 665-7120

Career Center [email protected] BINAB 1.105 ESTAC 2.101

(956) 882-5627 (956) 665-2243

Counseling Center [email protected] BSTUN 2.10 EUCTR 109

Mental Health Counseling (956) 882-3897 (956) 665-2574
and Related Services List

Food Pantry [email protected] BCAVL 101 & 102 EUCTR 114

(956) 665-3663
(956) 882-7126

Learning Center [email protected] BMSLC 2.118 ELCTR 100

(956) 882-8208 (956) 665-2585

University Library [email protected] BLIBR ELIBR

Center Name E-mail Brownsville Edinburg
Campus Campus

www.utrgv.edu/library (956) 882-8221 (956) 665-2005

Writing Center [email protected] BLIBR 3.206 ESTAC 3.119

(956) 882-7065 (956) 665-2538

Financial Need
Students who demonstrate financial need have a variety of options when it comes to
paying for college costs, such as scholarships, grants, loans and work-study. Students
should visit the Student Services Center (U Central) for additional information. U Central
is located in BMAIN 1.100 (Brownsville) or ESSBL 1.145 (Edinburg) or can be reached
by email ([email protected]) or telephone: (956) 882-4026. In addition to financial aid,
U Central can assist students with registration and admissions.

Blackboard Support
If you need assistance with course technology at any time, please contact the Center for Online
Learning and Teaching Technology (COLTT).

Campus: Brownsville  Edinburg 

Marialice Shary Shivers (EMASS)

Location Casa Bella (BCASA) 613
3.142

Phone (956)-882-6792 (956)-665-5327

Toll Free 1-(866)-654-4555

Support
Submit a Support Case via our Ask COLTT Portal
Tickets

Online
Chat with a Support Specialist online.
Support

24/7 Need Blackboard assistance after hours? You can call our main
Support office numbers, (956)-882-6792 or (956)-665-5327, to speak with a
support representative.
University Policy Statements
We care about creating a safe and supportive learning environment for all students. The
University policy statements below are intended to create transparency for your rights and
responsibilities as students. We each contribute to ensuring a safe and positive environment
through our actions and conduct, and students are encouraged to advocate for their needs.

STUDENT ACCESSIBILITY SERVICES

Student Accessibility Services staff can be contacted at either campus to learn about and
explore accessibility services.
Campus: Brownsville  Edinburg 

Music and Learning Center (BMSLC, University Center (EUCTR,

Location:
1.107) 108)

Phone: phone (956) 882-7374 phone (956) 665-7005

e-mail [email protected]

STUDENTS WITH DISABILITIES

Students with a documented disability (physical, psychological, learning, or other disability
which affects academic performance) who would like to receive reasonable academic
accommodations should contact Student Accessibility Services (SAS) for additional
information. In order for accommodation requests to be considered for approval, the student
must apply using the mySAS portal and is responsible for providing sufficient documentation of
the disability to SAS. Students are required to participate in an interactive discussion, or an
intake appointment, with SAS staff. Accommodations may be requested at any time but are not
retroactive, meaning they are valid once approved by SAS. Please contact SAS early in the
semester/module for guidance. Students who experience a broken bone, severe injury, or
undergo surgery may also be eligible for temporary accommodations.

PREGNANCY, PREGNANCY-RELATED, AND PARENTING

ACCOMODATIONS
Title IX of the Education Amendments of 1972 prohibits sex discrimination, which includes
discrimination based on pregnancy, marital status, or parental status. Students seeking
accommodations related to pregnancy, pregnancy-related condition, or parenting should submit
the request using the form found at Pregnancy and Parenting | UTRGV.

SEXUAL MISCONDUCT AND MANDATORY REPORTING

In accordance with UT System regulations, your instructor is a “Responsible Employee” for
reporting purposes under Title IX regulations and so must report to the Office of Institutional
Equity & Diversity ([email protected]) any instance, occurring during a student’s time in college,
of sexual misconduct, which includes sexual assault, stalking, dating violence, domestic
violence, and sexual harassment, about which she/he becomes aware during this course
through writing, discussion, or personal disclosure. More information can be found through the
Office of Institutional Equity and Diversity, including confidential resources available on campus.
The faculty and staff of UTRGV actively strive to provide a learning, working, and living
environment that promotes personal integrity, civility, and mutual respect that is free from sexual
misconduct, discrimination, and all forms of violence. If students, faculty, or staff would like
confidential assistance, or have questions, they can contact OVAVP (Office for Victim Advocacy
& Violence Prevention) at (956) 665-8287, (956) 882-8282, or [email protected].

DEAN OF STUDENTS
The Dean of Students office assists students when they experience a challenge with an
administrative process, unexpected situation, such as an illness, accident, or family situation,
and aids in resolving complaints. Additionally, the office facilitates student academic related
requests for religious accommodations, support students formerly in foster care, helps to
advocate on behalf of students and inform them about their rights and responsibilities, and
serves as a resource and support for faculty and campus departments.

Vaqueros Report It allows students, staff, and faculty a way to report concern about the well-
being of a student, seek assistance in resolving a complaint, or report allegations of behaviors
contrary to community standards or campus policies. The Dean of Students can be reached by
email ([email protected]), phone (956-665-2260), or by visiting one of the following office
locations: Cavalry (BCAVL) 204 or University Center (EUCTR 323).

MANDATORY COURSE EVALUATION PERIOD

Students have the opportunity to complete an ONLINE evaluation of this course, accessed
through your UTRGV account (http://my.utrgv.edu). Course evaluations are used by the
instructor to better understand the student experience in the course, which can inform revisions
of the course to ensure student success. Additionally, course evaluations are also used by the
instructor for annual performance review and promotion applications, teaching award
applications, among others. For these reasons, your feedback, reflections, and insights on your
experience in the course are invaluable to ensure student success and a quality education for
all. You will be contacted through email with further instructions. Students who complete their
evaluations will have priority access to their grades.

Online evaluations will be announced.