Faculty Syllabus

Credit Hours: 2

Clinical Hours/Week: 16

A health-related work-based learning experience that enables the student to apply specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical professional. (WECM 2014) This clinical course focuses on performance of sonographic exam standard protocols and procedures in the clinical setting. This course is part of the DMVS Program requirements. (ACC Sonography Programs)

This is a workforce education course. Transferability of workforce courses varies. Students interested in transferring courses to another college should speak with their Area of Study (AoS) advisor, department chair or the program director.

This course provides hands-on scanning instruction and experience in both the on-campus clinical setting and is a prerequisite for DMSO 2167.

Admission to the Sonography Program. Must hold AAS in Diagnostic Medical Sonography.

Course Student Learning Outcomes

As outlined in the learning plan, apply the theory, concepts, and skills involving specialized materials, tools, equipment, procedures, regulations, laws, and interactions within and among political, economic, environmental, social, and legal systems associated with the occupation and the business/industry and will demonstrate legal and ethical behavior, safety practices, interpersonal and teamwork skills, and appropriate written and verbal communication skills using the terminology of the occupation and the business/industry (WECM).

At the completion of DMSO 2266 the student will be able to:

• Apply critical thinking/clinical decision making to correlate patient clinical presentation and sonographic data to formulate a differential diagnosis.
• Complete a Technical Report form including describing the sonographic appearances of the anatomy and/or pathology in the scan.
• Effectively critique sonographic images for diagnostic quality and present methods/techniques for improving imaging.
• Effectively manipulate equipment functions to improve image quality.
• Demonstrate on-time successful completion of all required evaluations assigned for DMSO 2266 on the Program Competencies Requirements Tracking Sheet and other assigned coursework.
• Perform sonographic scans within required time allotments.
• Identify pathology on assigned Case Studies.

Program Learning Outcomes

At the conclusion of the Diagnostic Cardiovascular or Medical-Vascular Sonography Program, the student will:

• Demonstrate entry-level competency in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains in the sonography profession.
• Demonstrate the ability to perform diagnostic quality sonographic examinations within their specialty, including 2-D, color and spectral Doppler assessments
• Evaluate the normal, abnormal, and normal variant sonographic appearances within their specialty using 2-D, color Doppler, and spectral Doppler modalities according to standardized protocols and within recognized time frames set by industry and local standards.
• Adjust scan protocols to accurately document, assess and quantify pathologies.
• Employ prudent and safe use of ultrasound by maintaining the ALARA principle (AIUM.org).
• Employ professional judgment and discretion with regards to patient confidentiality, patient care and safety, professional interaction skills, and the reduction of sonographer musculoskeletal injuries.
• Recognize and respond in a timely manner to sonographic findings that require adjustment in imaging, notification and/or emergency protocols.
• Think logically, analytically and critically and employ those skills in clinical decision-making related to sonographic imaging, patient care and patient safety.
• Adhere to the principles stated in the Code of Ethics and Professional Standards in Sonography.

Secretary’s Commission on Achieving Necessary Skills (SCANS) Competencies:

In 1991, the Secretary of the U.S. Department of Labor established the Secretary’s Commission on Achieving Necessary Skills (SCANS). The commission found that “Current and future employees will have read well enough to understand and interpret diagrams, directories, correspondence, manuals, records, charts, graphs, tables, and specifications.”

Integration of the SCANS competencies in both academic and vocational/technical classes will help to prepare students to function more effectively in high school, in college, and in the high-level technological workplace. The know-how identified by SCANS is made up of five competencies and a three-part foundation of skills and personal qualities that are needed for solid academic or job performance. SCANS competencies and examples applicable to the sonography program are shown in the following section:

Resources: Identifies, organizes, plans, and allocates resources

• Time - selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules (meets requirements of Semester Assignment Sheet, completes all assignments by stated due dates)
• Material and facilities - acquires, stores, allocates, and uses materials or space efficiently (prepares workstation for exam, maintains a clean and orderly workstation)

Interpersonal: Works with others

• Participates as member of a team - contributes to group effort (works with other students for scanning practice)
• Teaches others new skills (works with other students for scanning practice)
• Services clients/customers - works to satisfy customers expectations (Sonographer-patient and Sonographer-staff interactions, Professional Conduct)
• Works with diversity - works well with men and women from diverse backgrounds (Sonographer-patient and Sonographer-staff interactions, Professional Conduct)

Information: Acquires and evaluates information

• Acquires and evaluates information (acquires patient clinical history, extends questioning as indicated)
• Organizes and maintains information (enters patient signs, symptoms, history, and physical exam data into ultrasound machine and/or PACS)
• Interprets and communicates information (assesses patient signs, symptoms, history, and physical exam data, communicates patient information to interpreting physician, creates technical report)
• Uses computers to process information (communicates patient clinical presentation data and sonographic exam information via computer systems-PACS, etc.)

Systems: Understands complex interrelationships

• Understands systems - knows how social, organizational, and technological systems work and operates effectively with them (interacts with other patient care areas and providers, works within the procedures and protocols of the employer)
• Monitors and corrects performance - distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems performance and corrects malfunctions (optimizes ultrasound equipment settings to produce diagnostic quality sonographic exams, assesses machine performance during the sonographic exam)

Technology: Works with a variety of technologies

• Selects technology - chooses procedures, tools, or equipment including computers and related technologies (correctly selects ultrasound equipment for exam type, processes image information via computer systems-PACS, etc.)
• Applies technology to task - understands intent and proper procedures for setup and operation of equipment (correctly selects ultrasound equipment for exam type, selects ancillary equipment as needed, adapts technology to patient condition, follows established/published exam protocols)
• Maintains and troubleshoots equipment - prevents, identifies, or solves problems with equipment, including computers and other technologies (assesses ultrasound machine operation, documents technical difficulties)

Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks

• Reading - locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules (evaluates clinical data and patient charts)
• Writing - communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flow charts (creates technical reports, provides written information regarding sonographic exam to physician interpreters)
• Arithmetic/mathematics - performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques (performs measurements and calculations based on sonographic data)
• Listening - receives, attends to, interprets, and responds to verbal messages and other cues (conducts patient interviews, answers patient questions, assesses non-verbal communication)
• Speaking - organizes ideas and communicates orally (explains the sonographic exam to the patient and/or patient’s family, presents exam to physician and/or other health care team members)

Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reason

• Creative thinking - generates new ideas (attempts new techniques for obtaining diagnostic images/exams)
• Decision making - specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternatives (assesses image quality, selects images to store, assesses patient condition)
• Problem solving - recognizes problems and devises and implements plan of action (demonstrates good judgment in the performance of the sonographic exam and obtains diagnostic quality images)
• Visualizing - organizes and processes symbols (visualizes the body structures/internal organs in three dimensions, discerns sonographic anatomy and pathology)
• Knowing how to learn - uses efficient learning techniques to acquire and apply new knowledge and skills (self-assesses skills, applies didactic knowledge to the clinical setting)
• Reasoning - discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem (applies didactic knowledge to the clinical setting, processes complex patient information)

Personal Qualities: Responsibility, self-esteem, sociability, self-management, integrity, and honesty

• Responsibility - exerts a high level of effort and perseveres towards goal attainment (demonstrates the ability to stay on-task, efficiently completes daily assignments, use opportunities to scan to improve clinical skills, seeks assistance to improve)
• Self-esteem - believes in own self-worth and maintains a positive view of self (recognizes that learning to perform sonograms is a process, sets realist goals for progress)
• Sociability - demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings (demonstrates good interpersonal skills with patient, staff, peers, instructors and physicians)
• Self-management - assesses self accurately, sets personal goals, monitors progress, and exhibits self-control (demonstrates Professional Behavior at all times, uses feedback to improve)
• Integrity/honesty - chooses ethical courses of action (complies with all ACC, ACC Health Sciences, ACC Sonography Programs, and clinical affiliate policies, procedures, and rules; accurately records cases scanned and attendance)

• DMS Clinical Manual from DMSO 1260
• Cable Brace (solid colors only – no patterns).
• 4” X 6” pocket notebook (see information on the use of the notebook under Case Logs)
  • 1” x 3” white name tag with rounded corners and black letters (first name only, block lettering)
• Black or dark blue ink pen (No other colors are allowed. Erasable ink pens are not allowed. Pencils are not allowed)
• All texts and course materials from previous Sonography courses
• Recommended: exercise tubing (red) and hand-strengthener (putty, squeeze ball, etc.)

This is an in-person clinical and lab-based course. Live scanning, computer tutorials and activities, and the ultrasound-training simulator are used, along with performance evaluations of clinical skills. Off-campus clinical instruction is under the direct supervision of a qualified sonographer.

Clinical Education

This course is primarily conducted off-campus clinical education, with one (1) scheduled on-campus lab rotations. The student is assigned to a clinical site 8 hours per day for two (2) days each week, or as agreed upon by the clinical site and the clinical coordinator, and is allowed to begin scanning patients at the discretion of the Clinical Instructor. The student should use scan competency evaluation criteria for this level to guide scanning experiences. It is the student’s responsibility to ensure the on-site Clinical Instructor is aware of the clinical course requirements for each semester.

The student’s rate of progress and ability to gain additional scanning time in the clinical setting is directly dependent upon the student’s ability to perform the scanning tasks assigned by the program and/or Clinical Instructor.

The student is required to complete the assigned Program Competencies Requirements for this course.  Evaluations for this course are conducted in both the On-Campus and Off-Campus clinical settings. Sonography faculty will discuss the student’s progress with the Off-Campus Clinical Instructor(s) and will provide feedback to the student throughout the semester if warranted.

Clinical Site Assignments and Hours

Students may be assigned to any clinical site utilized by the sonography program. Clinical placements are not made in relation to the ACC campus or the student’s residence.

The clinical day is 8 hours, excluding lunch. Note: Students must take at least 30 minutes for lunch during the 8-hour day.

Clinical rotation assignments are arranged by the program and communicated to the student by the clinical coordinator. Students may not contact clinical agencies for assignment nor may they request assignment to a specific site. Students are not assigned to rotations in sites where they are currently employed in another patient care capacity.

Program faculty and/or the clinical affiliate reserve the right to make changes to arrangements and assignments throughout the semester and students might not remain at the same site for the duration of a semester. Rearrangements of a student’s placement will not be made based on the proximity of the student’s residence to the clinical affiliate or the ACC campus. Multiple rearrangements may be made during a semester at the program’s discretion.

Clinical hours are mandatory as assigned. Only the onsite clinical instructor may adjust or change a student’s scheduled times. These changes must be submitted in writing to the clinical coordinator for approval. Contact the clinical coordinator for the appropriate form.

All course requirements, policies, and procedures apply to all rotation assignments.

• • Clinical agencies (sites) can establish more stringent standards to meet regulatory requirements for their facility at their discretion
  • Clinical agencies can conduct additional background checks at their discretion
  • Some clinical affiliates may require a preliminary drug screening prior to actual clinical practice in their facility.

If a student is removed at the request of the site, the clinical rotation schedule will not be adjusted. Placement in another clinical site will be attempted and the new clinical site will be informed of the reason for the student’s transfer.

Sonography On-Campus Clinical Session

The sonography lab on-campus clinical sessions are designed to instruct students in the technical and psychomotor skills involved in performing abdominal and pelvic examinations. They instruct the student in the sonographic assessment of anatomy, acquisition of sonographic images, and the analysis and critique of these images.

During the semester the student will receive a minimum of one week’s notice to attend an on-campus clinical session during which they will complete two competency assessments. It is the student’s responsibility to advise their off-campus Clinical Instructor of their absence for the on-campus session.

Open Lab Sessions (if offered)

Sonography students are strongly encouraged to take advantage of every opportunity to utilize the Sonography Lab and its resources. Designated times (Open Lab) for students to practice techniques and skills may be offered during the semester. During Open Lab sessions, volunteers are NOT scheduled by the program; the student must arrange to scan another student or bring their own volunteer. All volunteers must sign the Waiver Form. A program-specific Sonography faculty member must be present in the department during Open Lab sessions and will be available if a student requests assistance or review of images. Students may be required to request/reserve scanning times during an Open Lab session.

Volunteers for Scheduled and Open Labs: The lower age limit for volunteers is 18. A volunteer between the ages of 15-18 must have a parent or legal guardian complete the Volunteer Waiver Form. The Waiver form may be completed prior to the scheduled appointment. An incomplete Waiver form will cancel the scanning session. It is recommended that underage volunteers have an immediate relative or legal guardian present for the scan.

Spring II Seminar

On April 10th, 2026, students will attend a Spring Seminar at the Round Rock campus, 3rd floor Builing 3000, Room 3336, from 8:00 am – 5:00 pm. The topics of the Spring II Seminar include:

• Abdominal CEUS
• IV Insertion and IV Insertion Workshop
• eFAST Skills Practice
• MSK Imaging

Guest speakers will be present to assist in presenting the material.

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.

Grading System

Grading Scale                                                                    Grading Distribution

A = 93 – 100                                                                       10% Weekly Clinical Journal

B = 85 – 92                                                                          10% Professional Qualities Average

C = 75 – 84*                                                                        30% Off-Campus Competency Assessment Average

D = 68 – 74                                                                          50% On-Campus Competency Assessment (1)

F = 67 or below                                                                

Weighted grading, as listed under Grading Distribution, is used for this course to calculate the final grade. The total points listed in Blackboard may not accurately reflect the course grade.

*A course grade of “C” or greater in all Sonography courses is required for progression in the program.

Missed Exam and Late Work Policy

All Assignments must be completed by the posted due dates. Late Assignments are not accepted (grade of “0”). If a student is absent for an extenuating circumstance, arrangements will be made with the instructor to complete the assignment upon the student’s return.

Appeal of scoring of specific test questions or evaluations will be submitted to the instructor in writing within one week of the test/evaluation and will include a rationale and supporting reference citation. The instructor will respond in writing to all test question/evaluation appeals within one week and will include the final decisions and referenced rationale. All decisions of the instructor to appealed questions/evaluations are final.

DMSO 2266 Assignments, Assessments, and Evaluations

Assignment, Assessment, and Evaluation forms utilized by the DMVS Program are found on the Blackboard site for this course and, for select forms, in the Sonography Lab. Criteria in these forms address the skills required to meet the clinical objectives for this course. The student is responsible for familiarizing themselves with all Assignments, Assessments, and Evaluation forms.

Scanning Experiences

Students must obtain a minimum of 50 DMS scanning experiences over the length of this semester. Scanning experiences are fundamental to the attainment of the skills needed to progress to the next semester and the achievement of the minimum skill requested by our clinical partners for beginning student clinical rotations. Therefore, the student should seek to obtain as many hands-on scanning experiences as possible using all resources that are available to them.

Students must document all scanning experiences (live and ultrasound simulator) that they have participated in or performed during both scheduled and open lab sessions in Trajecsys. It is important to keep track of the number of scanning experiences obtained during the semester to meet the required minimum number of scans. Five (5) points will be deducted from the final course grade for failure to obtain the minimum number of required scanning experiences. A student having difficulty obtaining the minimum number of required scans should consult with the Clinical Coordinator as soon as possible for suggestions. 

Note that observed scans are not scanning experiences and will not count toward the 50-scan requirement.

Note that the scan experiences for this course refer only to DMS scan experiences. Vascular scan experiences do not count toward the 50-scan requirement.

Syllabus Attestation

Students must attest to having received, read, and understood this syllabus. This attestation is due by 5:00 pm on 02/01/26. Completion of this mandatory task is not included in the grading distribution for this course.

Clinical Site Orientation Form

The Clinical Site Orientation Form can be found on the Blackboard site for this course and is due at the start of the
student’s DSVT 2361 course the third week of the semester. Completion of this mandatory task is not included in the
grading distribution for this course

Journal Assignments

Weekly entries into your Journal (Blackboard site for this course) are due by 11:59 pm each Sunday. Journal entries should follow HIPAA guidelines as laid out in the Journal instructions. Late or incomplete Journal entries will not be accepted and will result in a grade of “0” for that entry. Entries that do not include the requested information will result in a grade of “0” for that entry. Entries should include the student’s personal reflections and should not be generated by AI (artificial intelligence). Journal entries contribute to the grading distribution for this course. See the Blackboard site for additional information.

Off-Campus Competency Tracking Form

After completing an Off-Campus Competency Assessment, the student will enter the date in their Off-Campus Competency Tracking Form (a shared Google Doc) by 11:59 pm on the Sunday following the performance of a Competency Assessment. Entries do not contribute to the grading distribution for this course; however, failure to make entries in a timely fashion may be reflected in the student’s professional qualities evaluation (see below).

Professional Qualities Evaluations

This is a formative evaluation of professional quality skills required of the Sonographer as a student as well as an employee. Faculty will complete these assessments in Trajecsys and will review them with the student upon request. In addition, the Clinical Instructor for the student’s Clinical Site will complete an evaluation that can be viewed upon request. The average of these two assessments contributes to the grading distribution for this course.

Clinical Site Evaluation Form

Students will complete an evaluation of the opportunities and atmosphere at their assigned clinical site. The Clinical Site Evaluation Form can be found on Trajecsys and students will be notified when it becomes available. Completion of this mandatory task is not included in the grading distribution for this course.

Scanning Evaluations

Program Competency Assessments are timed and graded evaluations performed by the student without any type of assistance from the Faculty Instructor or Clinical Instructor and without the benefit of any notes or prepared paperwork.

• Program Competency Assessments will be completed during the second year of the DMVS Program.
• A student may be required to re-demonstrate Competency of previously completed Assessment as determined by faculty and/or Clinical Instructor review of clinical performance and/or evaluations.

Program Competency Assessment Totals 

• • (1) Liver (to be completed in the fall semester; can be completed in conjunction with other organs on the same patient)
  • (1) Pancreas (to be completed in the fall semester; can be completed in conjunction with other organs on the same patient)
  • (1) Spleen (to be completed in the fall semester; can be completed in conjunction with other organs on the same patient)
  • (1) Biliary (to be completed in the fall semester; can be completed in conjunction with other organs on the same patient)
  • (1) Great Vessels (to be completed in the fall semester; can be completed in conjunction with other organs on the same patient)
  • (2) RUQ (to be completed in the semesters indicated on the Competency Tracking Sheet)
  • (4) Complete Abdomen (2 off-campus; 2 on-campus; to be completed in the semesters indicated on the Competency Tracking Sheet)
  • (2) Renal/Urinary (in the semesters indicated on the Competency Tracking Sheet)
  • (4) Female Pelvis TA (3 off-campus; 1 on-campus; to be completed in the semesters indicated on the Competency Tracking Sheet)
  • (3) Female Pelvis EV (in the semesters indicated on the Competency Tracking Sheet)
  • (1) 1st Trimester OB (may be completed in any semester)
  • (1) Thyroid (may be completed in any semester)
  • (1) Testicular (may be completed in any semester)
  • (1) Non-Thoracic Guidance Procedure (e.g., Paracentesis, Drainage, Biopsy localization) (to be completed in any semester)
  • (1) Pleural Space and Thoracentesis
  • (Optional) Breast
  • (Optional) Extremity Soft Tissue
  • (Optional) MSK: Knee, Hip, Other
  • (1) 2nd Trimester OB Fetal Abdomen (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Abdomen (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal Umbilical Cord (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Umbilical Cord (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal Intracranial Anatomy/Face (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Intracranial Anatomy/Face (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal Lower Extremities (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Lower Extremities (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal Upper Extremities (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Upper Extremities (may be completed in any semester)
  • (1) 2nd Trimester OB AFI or MVP (may be completed in any semester)
  • (1) 3rd Trimester OB AFI or MVP (may be completed in any semester)
  • (1) 2nd Trimester OB Maternal Adnexa (may be completed in any semester)
  • (1) 3rd Trimester OB Maternal Adnexa (may be completed in any semester)
  • (1) 2nd Trimester OB Maternal CX Length + Fetal Lie (may be completed in any semester)
  • (1) 3rd Trimester OB Maternal CX Length + Fetal Lie (may be completed in any semester)
  • (1) 2nd Trimester OB Placenta + Cord Insert (may be completed in any semester)
  • (1) 3rd Trimester OB Placenta + Cord Insert (may be completed in any semester)
  • (1) 2nd Trimester OB Spine (may be completed in any semester) 
  • (1) 3rd Trimester OB Spine (may be completed in any semester) 
  • (1) 2nd Trimester OB Fetal Thoracic Cavity + Heart Position (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Thoracic Cavity + Heart Position (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal 4 CH Heart + Fetal Cardiac Activity (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal 4 CH Heart + Fetal Cardiac Activity (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal RVOT (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal RVOT (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal LVOT (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal LVOT (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal 3-Vessel Trachea View (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal 3-Vessel Trachea View (may be completed in any semester)
  • (1) 2nd Trimester OB Fetal 3-Vessel View (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal 3-Vessel View (may be completed in any semester)
  • (1) 3rd Trimester OB Fetal Biophysical Profile (may completed in any semester)
• See the Competency Tracking Sheet for details on the timeline for completing these competencies. A copy of the Program Competencies Requirements Tracking Sheet is maintained as a Google Doc for each student. Whenever a student completes a Competency Assessment they are to enter the date of the assessment on the form in the correct semester’s column. Only the Tracking Sheets maintained by the DMS Clinical Coordinator and/or Program Director are considered official.
• While a portion of the Female Pelvis EV exams are prescribed for later semesters, if students who have access to complete these types of Competency Assessments before the prescribed semester, you should do so. This is to prevent any access issues you may have later on. Any exam assigned to a semester that is not completed will earn a “0” grade, however, these will still count toward the total number required to graduate.
• For the Competency Assessments that are not prescribed to a particular semester, if you are at a site that is performing these exams, it would be in your future best interest to take the opportunity to complete them, as not all sites see these exams in a given semester.
• It is the student's responsibility to make sure they have completed the required program scans by the end of their last semester.
• Students may begin completing competencies at the discretion of their CI.
• Students are required to log all off-campus competencies on the DMVS Student Off-Campus Competency Tracking Form. This document must remain at the clinical site at all times. Under no circumstances should patient information be recorded in a notebook or removed from the clinical facility. At the end of the semester, students must discard the document in accordance with the site’s protocol for handling documents containing PHI. The document must be kept up to date and available for review by clinical instructors and program faculty throughout the semester, along with the images acquired by the student. The document will assist program faculty in performing progress checks with off-campus experiences.
• The minimum Competency Assessments for this semester contribute to the above requirements:

Required Demonstration of Competency in all Scanning Evaluations

Students are required to demonstrate competency with a passing grade of 75% or greater on all scanning evaluations. If a student does not obtain a passing grade on a scan evaluation or assignment, the student is required to meet with the course instructor(s). The student will receive a Sonography Early Alert Notification outlining the specific objectives not met. A success plan addressing the student’s improvement and ability to demonstrate the skill will be developed by the instructor(s) to assist the student in mastering course objectives, including repeating the below-passing scan evaluation. Students must comply with all conditions outlined in the plan before progressing to the next semester.

A demonstration of competency (> 75%) on all assigned scan evaluations is required. A repeat evaluation will be scheduled of all unsuccessful attempts. The maximum score that can be obtained on a repeat evaluation is 75. If the repeat attempt is successful, the grade entered into the grading distribution for the course will be the average score between the first attempt and the passing attempt (75). Unsuccessful repeat evaluation attempts will result in the initiation of the Corrective Actions process at “Step 1: Warning”, and may impact completion of the program.

Students may be removed from the off-campus clinical setting and assigned to on-campus labs for additional one-on-one faculty instruction, as needed.

A demonstration of competency on all assigned scan evaluations is required to progress to the next semester. A final course grade average of less than 75% does not meet the requirements for completion of the course and supersedes the competency evaluation process.

Instructors will complete all On-Campus Competency Assessment grading in Trajecsys. Students will be notified by email when the feedback is ready for their review. The student will acknowledge the feedback in Trajecsys to verify they have reviewed the feedback within one week. This will serve as the student’s digital signature.

The grading rubric for each Competency Assessment can be found on the protocol form, a copy of which is posted to Blackboard. The grades for all Competency Assessments are included in the grading distribution for this course.

Course Policies

All requirements of the course must be completed by the last day of the semester, as listed in the ACC course schedule.

Use of Generative Artificial Intelligence (GAI) Policy

Introduction: In this course, the use of Generative Artificial Intelligence (GAI) tools—including but not limited to ChatGPT, Grammarly Premium, image generators, and code assistants—is prohibited. This policy applies to all course activities, including assignments, journals, technical reports, discussions, projects, and assessments.

Rationale: This course emphasizes original thinking, manual skill development, and authentic academic engagement. Prohibiting GAI ensures that students build foundational competencies needed in the workplace and that all work reflects individual effort and understanding. It also maintains fairness and academic integrity across the learning environment.

Definition of GAI: Generative AI refers to any artificial intelligence system capable of producing text, images, code, or other content based on user input. This includes chatbots, writing assistants, image generators, and automated coding tools that generate new material rather than simply checking or formatting existing work. Examples include, but are not limited to, ChatGPT, Bard, DALL·E, and GrammarlyGO.

Usage Permissions:

Prohibited:   Students may not use GAI tools to generate, revise, summarize, translate, or otherwise assist with any course-related work. This includes using AI to brainstorm, outline, or polish assignments, technical reports, or journals or to answer quiz or module questions. Basic spellcheckers and grammar tools embedded in word processors (e.g., Microsoft Word or Google Docs) are not allowed.

Permitted:    No use of GAI is permitted in this course.

Required:      No assignments in this course require or permit the use of GAI.

Examples of Prohibited Use:

• Submitting AI-generated essays, technical reports, discussion posts, journals, or project components
• Using AI to rephrase or summarize readings
• Relying on AI to generate citations or bibliographies
• Asking AI to solve problems or answer questions related to course content

Penalties: Violations of this policy will be treated as breaches of academic integrity. Consequences may include:

• A failing grade on the assignment
• A report to Academic Affairs
• Additional disciplinary action per college guidelines

Assessment: The use of GAI will not be directly assessed in this course. However, assignments will be reviewed for originality. If AI-generated content is suspected, the instructor may request a revision, a written explanation of your process, or initiate an academic integrity review. This ensures that all submitted work reflects your own understanding and effort.

Exceptions: No exceptions will be granted for the use of GAI in this course. Students with questions about acceptable resources should consult the instructor before completing or submitting work.  

Academic Honesty: All submitted work must reflect your own understanding, analysis, and effort. Presenting AI-generated content as your own is considered plagiarism and will be addressed accordingly. If you are unsure whether a tool is permitted, ask before using it.

Bias, Discrimination, and Falsehood: Although GAI is not permitted in this course, students should be aware that such tools can produce biased, inaccurate, or misleading content. Understanding these limitations is part of becoming a responsible digital citizen. Because GAI is not permitted in this course, no resources for its use are provided. Students should rely on course materials, textbooks, faculty guidance, and clinical practice for support.

Classroom Conversation: We will discuss this policy early in the semester to clarify expectations and answer questions. The goal is not to police technology, but to foster meaningful learning and academic integrity, as well as develop informed healthcare workers capable of independent thought and critical thinking skills.

Clinical Attendance Policies and Procedures

Students are expected to attend 100% of assigned clinical hours.

Students must clock in on Trajecsys before doing anything else at the clinical site and must clock out at the time of departure from the clinical site.

Only designated desk-top computers in the labs and at the clinical sites are used for Trajecsys clock-in and clock-out. Students are prohibited from using a cell phone, tablet, laptop, or home computer to clock in or clock out.

• The clinical site may designate one or more computers for student Trajecsys use
• If the designated computers at the student’s clinical site experience a loss of internet connection, the student must clock in/clock out as soon as the internet connection is re-established.
• Use of a non-designated desk-top computer, the loss of internet connection during clock-in or clock-out, or forgetting to clock in or clock out, requires the student to send an explanation for the error via email to the appropriate program clinical coordinator using ACC email after the student leaves the clinical site. Do not use email through Trajecsys.

To clock in or out students must choose the correct clinical site for the day from the pull-down list on the screen.

• If the student makes a clock-in error by selecting the wrong site for the day, the student cannot make any changes to the clock-in. The student must leave the error as is and clock out at the correct time using the same site as the clock-in. The student must then send an explanation message email to the appropriate program clinical coordinator using ACC email after the student leaves the clinical site.
• Students are responsible for addressing Trajecsys alerts as they occur.

Students are expected to report on time and remain at the clinical site for the scheduled period. Unexcused absences, tardiness, late arrivals, and early departures will result in the initiation of the corrective actions/disciplinary measures process.

Falsification of attendance records may result in probation or immediate withdrawal from the program.

Call-In Procedure for Clinical Absence

Contact the clinical coordinator for any absence, tardy, late arrival, or early departure by phone. Email is not acceptable in these instances. If the coordinator does not answer, leave a message.

Additional Guidelines:

• Notify the clinical coordinator and the onsite clinical instructor at least 30 minutes before the shift begins. If it is an early departure, notify the program coordinator at least 15 minutes prior to leaving the site.

• When calling the program for a late arrival or absence, the message must include whether or not the clinical site has been contacted, who the message was delivered to, or if it was left on the department answering system.
• If the clinical site is closing early and/or all the sonographers are leaving for the day, the student must notify the clinical coordinator using the call-in procedure from the facility’s phone and may not remain on-site without a Clinical Instructor or staff sonographer in attendance. The student is not penalized for the hours missed due to a site closing early.
• If a student leaves the clinical site during the lunch break, they are not to clock out of the Trajecsys system. The student must call their clinical coordinator from the facility’s phone when leaving, and again when returning to the site.
• If a student clocks out after their scheduled clinical time ends, notify the clinical coordinator by email with an explanation as to why the late departure occurred.

If ACC is forced to cancel classes due to an emergency (including weather events), all sonography lecture classes, lab sessions, and clinical rotations will also be canceled. Notification of closure will be made through the college’s Emergency Messenger System. Students must provide ACC with a contact number to be part of this notification system. In case of an emergency, staff, faculty, and students will receive a voice mail or text message within minutes; e-mails will also be sent to the student ACC Gmail accounts. The message and e-mail will tell you the nature of the emergency and what action you should take, if any. Information will also be available through local radio and TV stations, as well as ACC’s Channel 19. Students out of the immediate broadcast area should check the ACC website (http://www.austincc.edu) for information.

Absences

There are two types of absences as defined below:

Excused absence occurs when all three of the following conditions are met:

• Follow the call-in procedure.
• Sonography faculty finds the reason for absence to be credible and/or extenuating. Supporting documentation may be required. Extenuating circumstances are defined as:
  • Death or major illness in a student’s immediate family*
  • Participation in legal proceedings or administrative procedures
  • Required participation in military duties
  • Severe or contagious illness or injury
    • Requires Medical Clearance-Return to Clinical Form found in your Blackboard clinical course site. This form must be completed by a health care provider

• • Verifiable circumstances beyond the student’s control
• The student completes and submits the clinical absence form to the program clinical coordinator within one (1) week of the absence

*Immediate family includes the student’s mother, father, sister, brother, spouse, children, mother-in-law, father-in-law, and grandparents. Others, such as a legal guardian, may be deemed appropriate by the Program Director and Department Chair.

Unexcused absence occurs when one or more of the conditions above are not met. Unexcused absences are subject to the Corrective Actions/Progressive Disciplinary Measures process. Any scheduled assessments missed as a result of an unexcused absence will result in a grade of “0” for that assessment.

Tardy/Late Arrival/Early Departure

Time missed due to tardiness, late arrival, or early departure must be accurately recorded in Trajecsys.

• Tardy arrival: reporting to the clinical site up to 15 minutes after the assigned start time.

• Late: arriving to clinical assignment 16 minutes or more after the assigned start time.
  • The call-in procedure for clinical absences must be followed.
  • A student who is late to clinical is not allowed to enter a scan room while an exam is in process.

• Early Departure: leaving the clinical site before assigned departure time.
  • The call-in procedure for clinical absences must be followed.

Absence Makeup                                                            

All missed clinical time requires makeup. Students are not allowed to stay late or come in early to make up tardy, late, or absence hours. Arrangements for makeup time are made by the program clinical coordinator only and will be communicated to the student prior to the end of the semester.

Case Logs

The student is expected to document all scans performed on the case log in Trajecsys. This includes observation, live and SIM scan opportunities.

Scans are logged with one of the following keys: ONC, CLI, or OPL.

• ONC = On Campus Clinical
• CLI = Off Campus Clinical
• OPL = Open Lab

Clinical lab computers are not to be used to log case studies. Case logs must be completed at home between the actual clinical day and Sunday by midnight. All recordings on the case log must be accurate and HIPAA compliant.

All exam information must remain at the clinical site or in the on-campus lab to maintain compliance with HIPAA regulations. See your instructor for information on case donations.

The student will document the type of experience by indicating:

• Clinical Site and Clinical Instructor – choose from drop-down menu. If your instructor is not listed in the drop-down menu, do not add them, contact your on-campus clinical coordinator.
• Major Study- (Examples: Abdomen, Adult Echo; click “simulation” as needed)
• Skill - (Examples: Liver, Parasternal, Apical, Subcostal, SSN)
• Participation level – (observed, limited, independent)
  • Observed: The student only observes an exam
  • Limited: The student receives assistance while scanning. Open lab scans are recorded as limited scans.
  • Independent: The student performs the exam without assistance. There may be direct or indirect supervision however, all images acquired are obtained by the student. Scanning evaluations should be marked in the independent column.

• Pathology- (choose case pathology and comments to explain case as needed)
• Time – Include an approximation for how long the entire scan took to complete, start to finish. Includes both student and clinical instructor scanning.

Clinical Notebooks

To keep track of scans on a daily basis, students will make use of a pocket notebook (see Required Texts and Supplies earlier in this syllabus). Please note the following regarding the use of the pocket notebook:

• Clinical notebooks should accompany students to every clinical day, both on campus and off campus.
• Faculty reserve the right to review your notebook at any time.
• Students may only document the date of the scan, the type of scan, their participation level, any pathology evaluated, the name of the Clinical Instructor, and any scanning techniques suggested. No other patient identifiers are allowed. Any patient information outside of these parameters will be considered a violation of the HIPAA policies and will result in corrective actions.
• Clinical notebooks should be organized.
• The entries into the clinical notebook should be legible.
• The entries into the clinical notebook should be accurate.

Dress Code: Clinical Courses

The following requirements and rules apply to on-campus and off-campus clinical settings. The clinical instructor or sonography faculty may dismiss the student from the clinical setting if their appearance violates any portion of the dress code.

1. Appropriately fitting and matching solid teal-colored scrubs for all on-campus and off-campus clinical rotation assignments.

• A plain white or plain black T-shirt or long-sleeved shirt may be worn under the top if needed but must be tucked in at the waist; it should not be visible below the hem of the scrub top.
• The scrub top and pants must cover the student’s body when standing, seated, and stretching.
• If additional coverage is required for comfort, a long-sleeved solid teal scrub jacket may be worn.
• Head scarves worn for religious reasons must be free from adornment; white headscarves are recommended.

1. Standard ACC photo ID and name pin must always be worn during clinical rotation assignments.
   • The name pin should be 1"x 3" in size, white with black letters and rounded corners, first name only. If the off-campus clinical site provides an ID badge, the student must wear it and the ACC ID badge. Both badges must always be visible; they may not overlap each other.
   • The picture and the name pin must always be front-facing and attached either at the collar or in the pocket position as indicated below:

1. Clean solid white or solid black professional shoes; socks should be solid white or solid black to match the chosen shoe color.

• Cloth shoes or shoes with air holes on the top are prohibited.

1. Jewelry is limited to one ring, small post or small hoop earrings (one per ear), and non-PED wristwatches. No other jewelry or body piercing materials may be visible while in the clinical setting. Ear spacers must be flesh-colored if worn.
2. Lanyards are prohibited to ensure hygienic practices, and medical asepsis, and to avoid patient or student injury.
3. Makeup, if worn, should be natural-appearing and minimal.
4. To reduce physical reactions to scents and odors, perfume, cologne, and other strong odors (smoke, cooking odors, spices) are prohibited.
5. For hygienic practices, medical asepsis, and to avoid injury to the patient while performing the ultrasound exam:
   • Fingernails must be clean and trimmed short. Clear nail polish may be worn and must be free of chips. Acrylic, gel nails, and nail extensions are not allowed.
   • Hair cannot be in the face, or over the eyes. Neutral-colored hair clips, pins, or headbands may be worn to secure the hair away from the face.
   • Hair longer than shoulder length must be neatly pulled up and away from the neck in a neutral-colored clip or bun.
   • Beards and mustaches must be kept clean and trimmed to the jawline (must be able to be completely covered by a surgical mask). Once an N-95 mask fit test has been performed, facial hair must be kept the same as on the day that the fit test was conducted.
   • Hair colors must be natural; fad hair designs or colors are not allowed.
6. Surgical caps and masks must completely cover the head and facial hair when in an area where a surgical procedure is taking place in compliance with infection control policies and procedures.
7. Visible tattoos (permanent or temporary) must always be covered when in the clinical setting.

Sonography Student Working as Staff

Students in the sonography program will not be substituted for regular staff even though they may be competent in certain aspects of sonography.

Should a student be employed with an affiliate of the program, they may work only during times when it does not involve or conflict with program activities. Additionally, should a student be employed by a facility where clinical rotations are normally conducted, they may not use any “employer time” to substitute for program clinical requirements.

Professional Behavior

As future healthcare professionals, you are embarking on a path of great responsibility. The Austin Community College Health Sciences Programs have a duty to protect the public and maintain the highest standards of healthcare practice.

We expect you to:

• • • Uphold the utmost honesty and integrity in all your actions.
    • Recognize that your choices impact yourself, your peers, and the healthcare profession.
    • Abide by ACC, program, and clinical agency policies during all clinical experiences.
    • Conduct yourself ethically and professionally, both on and off campus, including on social media.
    • Assume responsibility for your actions and accept accountability for them.

Dishonesty, unethical behavior, or violations of professional standards may result in corrective actions, disciplinary measures, or dismissal from the program. We take these matters seriously to maintain program integrity and prepare you for the high ethical standards of healthcare.

We understand the challenges you may face and encourage you to reach out to your instructor, department chair, or advisor if you're struggling. Remember, the habits you form now will shape your future career. By choosing integrity and professionalism, even when difficult, you're building a strong foundation for success in healthcare.

Our goal is to support your growth into competent, caring healthcare professionals. We're here to guide you through this process and help you embody the high standards our field requires. We believe in your ability to make the right choices and learn from any missteps along the way.

Disruptive Behavior and Academic Decorum

Students and faculty will always demonstrate professional and respectful verbal and non-verbal communication and interactions. Students should always consider the effects of their actions on all individuals. Academic decorum is always expected.

Students are expected to conduct themselves professionally, with respect and courtesy to all. The instructor may require a student to leave the classroom and may contact campus police if a student displays disruptive behavior. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/or may be barred from attending future activities. This includes verbal comments that are considered intimidating, threatening, or sexually inappropriate.

Additional college policies concerning conduct are found at https://catalog.austincc.edu.

Professional Qualities Feedback Form

The sonography program uses the Professional Qualities Feedback Form to provide positive feedback, inform students of qualities that need adjustment (attention), or to document behavior that does not meet program expectations. In all instances, this form provides the foundation for discussion, coaching, and training of professional skills required of sonographers in the workplace.  From this feedback, faculty and students can work together to develop plans for improvement.

This is not a graded evaluation. Students will access the feedback forms using the Trajecsys Reporting System.  Students will acknowledge receipt of this feedback by signing and dating the form in the comment section by midnight each Sunday. They may also make a comment if desired. Students are responsible for checking Trajecsys notifications each week.

Some behaviors and repeated noncompliance may, at the instructor's discretion, result in initiation of the Progressive Discipline/Corrective Actions Process.  

Corrective Actions/Disciplinary Measures

Faculty are committed to assisting student success in the program. To afford students due process and an opportunity for remediation, Health Science students who are not meeting course objectives in class, clinical/practicum, or lab will be apprised of their performance status using the following recommended steps. The progression of these steps is not required. A student's academic or disciplinary misconduct or performance can be addressed, beginning with probation or dismissal if warranted.

Step 1: Warning

The instructor provides the student with a verbal warning or written feedback as to their status. The instructor counsels the student regarding criteria for successful completion of the course and makes recommendations for improvement. Recommendations may include but are not limited to - the utilization of peer study groups, tutors, computer-assisted instruction, and seeking the assistance of the Health Sciences Success Coordinator, ACC Success Coach, or Clinical counselor.

At the discretion of the instructor and depending on the situation, this step may be bypassed and a conference initiated. If the situation warrants probation or dismissal, the instructor will consult with the department chair to determine the appropriate disciplinary measure.

Step 2: Conference

A meeting will occur between the student and the instructor to review the performance deficit(s). The student will receive a written Health Science Conference Report that will identify specific course/program objectives not being met. If applicable, to address the relevant performance deficits, the student may be issued a remediation plan/contract, which will include deadlines for completion steps that will assist the student in correcting the deficiency in order for the student to remain in the program and enhance the opportunity for success.

If at any time the student does not comply with any or all of the remediation or correction terms outlined in the conference report, the student may be placed on probation or dismissed from the program.

Step 3: Probation

A student may be placed on probation for any violation of the policies, standards, or provisions outlined in this handbook, or the College's Student Handbook/Code of Conduct. Probation is a specified time frame in which the student must improve or will be dismissed from the program.

Once the determination is made to place a student on probation, the student will meet with the instructor and department chair. The Health Sciences Success Coordinator may be asked to assist with strategies for the student. The student and faculty will review and sign a Health Science Probation Report explicitly stating expectations that must be followed during the probationary period and the consequences for non-compliance or unsatisfactory completion of these expectations.

Step 4: Dismissal from the Program

If at any time during the probation period, the student fails to meet any of the conditions of the probation contract, the student may be dismissed from the program. Accordingly, if at the end of the probation period, the student has not met the criteria for satisfactory performance outlined in the probation contract, the student may be dismissed from the program.

A student who is placed on probation for unsafe clinical practices or behavior that violates the standards of the profession will be dismissed from the program for subsequent safety or professional conduct violations at any time during the program, even if the probationary period was completed successfully. If the student is dismissed from the program for a subsequent violation that occurs after the official college date for withdrawal from a course, the student will receive a performance grade of "F" or "U," unless a specific program states otherwise. A student can be placed on probation only once while in a Health Sciences program. If a student engages in behavior or conduct that would result in probation a second time, the student will be dismissed from the program.

If an instructor is recommending a student's dismissal from the program, the recommendation must be reviewed and approved by the program's Department Chair. Before a student can be dismissed from the program under this provision, a meeting must be held with the student to inform them verbally and in writing, of the reasons for the dismissal, and to provide them an opportunity to respond, either verbally or in writing. A student has 5 business days after this meeting if they wish to submit a response. Day one begins the first business day after the meeting.

Following this opportunity to respond, the student may be dismissed, or other actions may be taken appropriate to the case. If the student is dismissed from the program, the notice of dismissal should inform the student as to whether they are eligible to reapply for readmission to the program. The notice must also provide notice to the student of the appeals process available to the student.

Reasons for Immediate Probation or Dismissal

Some situations may require an immediate response without recourse to the progressive steps set forth above. In response to severe or extremely dangerous behavior or additional adverse behavior that occurs while the student is awaiting resolution of a previous incident(s), the student may be immediately placed on probation or dismissed from the program. Examples of these include, but are not limited to:

• Unsatisfactory clinical performance.
• Unsatisfactory clinical attendance and punctuality.
• Inability to maintain physical and mental health necessary to perform the technical standards and essential functions of the program.
• Unethical, unprofessional behavior, and/or unsafe clinical practice.
• Refusal to participate in a procedure.
• Unsafe or unprofessional clinical practice that compromises patient or staff safety.
• Behavior that compromises clinical affiliations.
• HIPAA/HITECH violation that cannot be remediated with additional training or guidance.
• Violation of the Social Media and Electronic Device Policy that is egregious substantially disrupts the educational or clinical environment or is harmful to a patient's safety.
• Violations of patient confidentiality.
• Academic dishonesty or misconduct.
• Falsification of documentation.
• Dishonesty or unethical behavior towards a college official.
• Unprofessional behavior/unsafe behavior that seriously jeopardizes patient, student, staff, or preceptor safety.
• Unprofessional behavior that seriously jeopardizes clinical affiliations.
• Violation of any of the Standards of Conduct outlined in the ACC Student Handbook that does not warrant expulsion from the College.
• Violation of the College's Sexual Misconduct Policy found in Administrative Rule 3.10.003: Prohibition of Sexual Discrimination or Sexual Violence or Sexual Harassment.
• Failure to report changes to criminal history after the admissions background check is completed. (Please see criminal background section.) Any off-campus conduct that results in criminal charges that are not aligned with the clinical agencies' standards or the professional and ethical standards of the College or Health Sciences programs will result in immediate dismissal from the program.

Withdrawal Policy

It is the responsibility of each student to ensure that his or her name is removed from the rolls should they decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should he or she feel it is necessary.  If a student decides to withdraw, he or she should also verify that the withdrawal is recorded before the Final Withdrawal Date.  The Final Withdrawal Date for this semester is April 27th, 2026.  The student is also strongly encouraged to keep any paperwork in case a problem arises.

Students are responsible for understanding the impact that withdrawal from a course may have on their financial aid, veterans’ benefits, and international student status.  Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a “W”) from more than six courses during their undergraduate college education. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are strongly encouraged to meet with an advisor when making decisions about course selection, course loads, and course withdrawals.

If a student voluntarily withdraws from the program, they must adhere to the program's specific withdrawal and

readmission policies. An instructor can also initiate a withdrawal from a course for unsatisfactory performance, failure

to meet course objectives, or violations of any professional or ethical policy, standard, or practice outlined in this

handbook.

In some instances, withdrawal from a course may not necessarily lead to withdrawal from the semester or program. See specific program course progression and completion policies.

If withdrawal from a course results in dismissal from the program, the procedures outlined in “Step 4: Dismissal” will be followed.

Types of Withdrawal

• • • Student withdrawal: Requested by student. Student should observe withdrawal deadlines as published in the College’s Academic Calendar.
    • Instructor withdrawal: Withdrawal from a course initiated by the instructor. If the withdrawal from the course results in dismissal from the program, the procedures outlined in “Step 4: Dismissal” will be followed.
    • Administrative withdrawal: Withdrawal by the college for failure to pay required fees or never attending class.

The College's general withdrawal policies and appeal procedures are outlined below:

• • • Withdrawal Policy: Semester Credit Courses

https://sites.austincc.edu/administrative-rules/administrative-rules/?p=1371

• • • Instructor Initiated and Administrative Withdrawal and Appeal Policy

https://sites.austincc.edu/administrative-rules/?p=1450

• • • A student may also file a student complaint to appeal a withdrawal initiated by an instructor. Please see the ACC website for Student Complaint Procedures.

https://students.austincc.edu/student-rights-responsibilities/

NOTE: If a withdrawal is past the official college date for withdrawal from a course, the student will receive a performance grade of "F" or "U" under the circumstances outlined in this section unless a specific program states otherwise.

Exit Review Meeting/Interview

Before the withdrawal or dismissal from a program, a student must have an exit review meeting with a course instructor or Department Chair. If the student does not respond to mail or email correspondence regarding the exit review meeting, the email sent by the department will serve as the official exit documentation and any dates provided will be binding regardless of whether a meeting occurred. A student who is voluntarily withdrawing should consult their specific program for guidance on exit meeting/interview requirements. Students who are being dismissed from the program will have an exit review meeting in accordance with the dismissal procedures in Step 4 outlined above.

Technical Standards and Essential Functions

Health Science programs prepare students for careers that are both physically and mentally demanding. These professions, as well as the training required to enter them, necessitate a specific set of skills and behaviors. These include, but are not limited to:

• Critical thinking skills: The ability to analyze complex situations, make sound judgments, and solve problems in high-pressure environments.
• Quick and appropriate responses: The capacity to react swiftly and effectively to changing patient care needs.
• Physical stamina: The ability to perform tasks that may involve standing for long periods, lifting patients, or manipulating medical equipment.
  • • Mental resilience: The capability to handle stress, maintain focus, and make decisions in emotionally challenging situations.

To ensure that students are well-prepared for these demands, Health Science programs establish:

• • • Technical standards: These are the specific skills, abilities, and knowledge required to succeed in the program and the profession. They may include physical abilities, cognitive skills, and behavioral expectations.
    • Essential functions: These are the fundamental, non-negotiable tasks that students must be able to perform, with or without reasonable accommodations, to complete the program and work safely in the field.

These standards and functions serve several purposes:

• • • They provide clear expectations for prospective and current students.
    • They ensure that graduates are capable of meeting the demands of their chosen profession.
    • They help maintain the quality and integrity of the educational program.
    • They protect patient safety by ensuring that all students and graduates can perform necessary tasks.

By establishing and communicating these requirements, Health Science programs aim to:

• • • Prepare students effectively for their future careers.
    • Maintain high standards of patient care and safety.
    • Comply with accreditation and professional standards.
    • Provide a fair and transparent framework for student assessment and progression.

The standards and essential functions are designed to ensure that all students, with or without reasonable accommodations, have the abilities necessary to complete their professional education and succeed in their chosen health science program.

Minimum abilities expected include the skills in the following five areas:

• • • Observation;
    • Communication;
    • Sensory and motor coordination and function;
    • Intellectual, conceptualization, integration, and quantification; and
    • Behavioral and social skills, abilities, and aptitude.

Reasonable accommodations must be administered or provided without altering the essential requirements of the specific program. Applicants are not required to disclose the nature of any disability(ies); however, an applicant with questions about these technical requirements is strongly encouraged to discuss concerns with the program’s department chair.

It is the responsibility of the student to contact the Student Accessibility Services (SAS) office if they feel they cannot meet one or more of the technical standards listed, with or without reasonable accommodations. Students can also contact the Student Accessibility Services Office on the campus where they expect to take the majority of their classes.

The Sonography Program Technical Standards are located in the Sonography Student Handbook.

Professional Standards, Ethics, and Confidentiality

Students must remember that the information concerning patients is confidential. Students are required to adhere to legal, ethical, and professional standards as established by state and federal regulatory agencies. We believe in your ability to uphold these important standards. However, we must emphasize that any breach of patient confidentiality or failure to comply with legal, ethical, and professional standards is a serious matter. Such actions could, unfortunately, result in immediate dismissal from the program.

We share this information not to alarm you, but to prepare you for the responsibilities you'll carry as future healthcare providers. If you ever feel unsure about confidentiality practices or ethical standards, please don't hesitate to contact your instructors, department chairs, or advisors. We're here to guide you and help you navigate these critical aspects of your professional development.

Remember, by protecting patient confidentiality, you are not just following the rules— you are honoring the trust patients place in us and upholding the values that make our healthcare professions noble and respected.

­­­­­­­­­­HIPAA Compliance - Recorded Images/Exams - Sonography On-Campus Clinical

HIPAA Compliance – Patient Information

Volunteers may be given a scenario script with a program-created patient history and symptoms for a student scanning session. No personal patient information is entered into the ultrasound unit. A unique identifying number is assigned to each scan, which is the only method used for tracking cases. Any written documents completed by the student during their scanning session are considered part of the student’s work for the clinical course. Volunteers are not given any images or recordings of the scan.

HIPAA Compliance - Recorded Images

Images recorded on-campus or off-campus are considered personal patient information and must be kept secure at all times to maintain compliance with HIPAA policies and rules. All recorded images must remain confidential and within the sonography department or at the clinical site (see the procedure for case donations). Volunteers are not given any images or recordings of the exam.

HIPAA Compliance – Breach

Health Sciences HIPAA Breach Notification Process (Section IV):

If a breach occurs, an event notification form must be completed by the sonography faculty within three working days and distributed to:

• Covered Entity (clinical site/facility)
• HIPAA Privacy Officer
• Program/Department HIPAA File

Sonography students are not allowed to remove any patient images from the clinical facility. This includes images provided by a clinical instructor, staff sonographer, or physician, or through illicit use of a cell phone. If a clinical site wishes to donate images a case study, see the procedure in the donated case section.

Violations and sanctions can be applicable to the individual and the program. The progressive discipline policy will be followed for student confidentiality violations as outlined in the student handbook.

Electronic Devices and Social Media Policies

The use of a Portable Electronic Device (PED) is prohibited within the sonography lab, at the clinical site, and during class sessions. The use of computers and recording devices is prohibited during class sessions unless the instructor expressly permits it or the student obtains written permission from the instructor. This includes tablets and smartwatches. Violations of this policy will be addressed using the Corrective Actions/Disciplinary Measures outlined in the Health Sciences Division Policies and Procedures. Additional guidelines regarding social media and the use of electronic devices can be found in the Health Sciences Division Policies and Procedures section of the handbook.

What are Portable Electronic Devices (PED)?

Any non-stationary electronic apparatus with singular or multiple capabilities of recording, storing, processing, and/or transmitting data, video/photo images, and/or voice emanations. This definition generally includes, but is not limited to, laptops, PDAs, pocket PCs, palmtops, Media Players (MP3s), memory sticks (thumb drives), cellular telephones, smartphones, PEDs with cellular phone capability, and pagers.

General Information on Social Media

As a student in an ACC Health Sciences program, it is imperative that you understand the critical ethical implications of using social media, including:

• • • Public nature of social media.
    • All information published on social media can be viewed by anyone and traced back to you.
    • There is no truly "private" social media site.
    • Search engines can locate posts years after publication.
    • Comments can be forwarded or copied.

The public, along with your future employers, expects high standards of professional behavior. If you are unsure about posting something or responding to a comment, consult with program faculty. Social media typically enables two-way communication with the audience; therefore, an individual has less control over how others will use materials. Social media may be used to investigate student behavior.

As a student in an ACC Health Sciences program:

• • • You will encounter confidential information in classrooms and clinical or medical settings.
    • It is your responsibility to maintain confidentiality at all times.

Remember, it is your responsibility to follow the Social Media policy outlined below. Violation of any of these policies may result in corrective actions, including remediation with additional training and guidance up to dismissal from the program.

We encourage thoughtful, professional use of social media. Your online presence reflects not only on you but also on our programs and your future healthcare profession. By adhering to these guidelines, you protect your future career and uphold the integrity of the healthcare field. We are here to support your growth as healthcare professionals. If you have any questions or concerns about social media use, please don't hesitate to reach out to program faculty for guidance.

Social Media/Electronic Device Policy

• All social media postings must be made within the guidelines of the "Professional Behavior, Professional Ethics, and Confidentiality, Safe/Unsafe Clinical/Practicum'' policies outlined in the program-specific student handbook, and State Professional Codes of Conduct/Code of Ethics as applicable to their specific field. Any violations of the above-referenced policies through the use of social media platforms or portable electronic communication devices will result in disciplinary action, which may include failure in a course and/or dismissal from the program.
• All postings to social media platforms must comply with the Health Insurance Portability and Accountability Act of 1996 (HIPAA)/Health Information Technology for Economic and Clinical Health Act (HITECH), applicable facility policy, and state law. Any social media posting or comment to any online forum or website that violates HIPAA guidelines and jeopardizes a patient's privacy or safety may result in immediate dismissal from the program.
• Do not share, post, or otherwise disseminate any information, including images, about a patient or information gained as a result of your presence in a clinical/practicum setting or as a result of a student-patient/client relationship.
• Do not identify patients/clients by name or post or publish information that may lead to the identification of a patient/client (examples include, but are not limited to: date of care, facility name, diagnosis, and treatment/surgery). Restricting access to postings through privacy settings is not sufficient to ensure privacy.
• During clinical experiences/practicums, any use of electronic devices (cell phones of any kind, laptops, etc.) must be with faculty approval within the guidelines of facility/program policies.
• Do not take photos or videos of patients, families, personnel, or clinical facility areas on personal devices, including cell phones of any kind.
• Maintain professional boundaries in the use of electronic media. Online contact with patients/clients or former patients/clients blurs the distinction between a professional and personal relationship. Online contact/communication with a current patient/client outside the communication methods allowed within the facility/program is prohibited.
• Student(s) must have permission from the faculty to video or audio record in the classroom. Official accommodations made by the Student Accessibility Services (SAS) will be provided.
• Personal phone conversations or texting are NOT allowed at any time while in patient/client areas or the classroom. If the student needs to respond to an emergency text or call during class, the student is asked to leave the classroom.
• Any social media comments or postings to any online forum or webpage that substantially disrupt the program, violate professional conduct standards, or indicate a potential danger or threat to a student, patient, or staff member may result in immediate dismissal. Students are encouraged to seek guidance from faculty or the program department chair if they have any questions about appropriate social media use in the context of their studies and future profession.
• A first-time violation of this policy is a serious matter and, depending on the circumstances, may result in placement on probation and/or other corrective actions as outlined in the policy; in all cases, additional training and guidance will be provided.

Computer Access and Use

Sonography courses utilize the Blackboard learning management system for instruction, testing, and dissemination of information. Students must have a computer with adequate internet connectivity speeds to access this platform. Instructions on the use of Blackboard can be found at:

 https://instruction.austincc.edu/students/kb/blackboard/.

Sonography students are required to demonstrate a variety of computer skills throughout the length of the program. Quizzes, tests, assignments, and other activities are part of the grading for all coursework and require skillful use of a computer. If you are unfamiliar with using a computer or have limited computer skills, please seek assistance in attaining these skills through ACC Library services or the help desk to meet the requirements for these courses.

Sonography Chain of Command

Students who have questions or disputes regarding course objectives, including evaluations, must first discuss their concerns with the assigned course instructor. If the instructor is unable to resolve the student’s questions and concerns, the student should request an appointment with the program director, who will investigate the issue. The program director may request a meeting with the student and the instructor as part of the resolution process. If the issue continues unresolved, the student may request a meeting with the sonography department chair, who may also request a meeting with the student and the instructor as part of the resolution process. If, after this meeting, the issue remains unresolved, the student should follow the student complaint procedure found in the ACC catalog.

ACC and Health Sciences Policy: Incomplete

An incomplete (grade of "I") will only be given for extenuating circumstances.  What constitutes “extenuating circumstances” is left to the instructor’s discretion.  If a grade of "I" is given, the remaining coursework must be completed by a date set by the student and professor.  This date may not be later than two weeks prior to the end of the following semester.  A grade of "I" also requires completion and submission of the Incomplete Grade form, to be signed by the faculty member (and student if possible) and submitted to the department chair.

Students may request an Incomplete from their faculty member if they believe circumstances warrant.  The faculty member will determine whether the Incomplete is appropriate to award or not.  The following processes must be followed when awarding a student an I grade. 

1. Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date.  This meeting can occur virtually or in person.  The instructor should complete the Report of Incomplete Grade form.
2. The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student.  The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement.  A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits at the end of the semester.
3. The student must complete all remaining work by the date specified on the form above.  This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester.
4. Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and semester in which the Incomplete was awarded. 
5. When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F. 

If an Incomplete is not resolved by the deadline, the grade automatically converts to an “F.”  Approval to carry an Incomplete for longer than the following semester or session deadline is not frequently granted.

Course Outline/Calendar

The Course Calendar is published separately from this syllabus and is posted on the Blackboard site for this course. The National Education Curriculum for Sonography is used to develop this course. (www.jrcdms.org)

Please note that schedule changes may occur during the semester.

Any changes will be posted as a Blackboard Announcement.

AUSTIN COMMUNITY COLLEGE POLICIES

Students are expected to review and adhere to all policies outlined in the link below. This information is also available in Blackboard’s course menu. Link to College Policies

Please see the ACC Student Handbook https://catalog.austincc.edu/ and the Sonography Student Handbook for additional ACC, Health Sciences, and program-specific policies.

Campus Carry

Please refer to the concealed handgun policy online at http://austincc.edu/campuscarry

IMPORTANT: Diagnostic Sonography Vascular Technology labs are held in an area designated as an exclusion zone as defined by state law or the college’s concealed handgun policy. Concealed carry is prohibited in exclusion zones. Concealed weapons must be stored in a secure place as defined by college policy prior to entering the classroom, studio, or learning space.

Personal Support

Resources to support students are available at every campus. To learn more, ask your professor or visit the campus Support Center. All resources and services are free and confidential. A few examples include:

• Central Texas Food Bank for food resources, including community pantries and food bank drives.
• Student Advocacy Center for assistance with childcare or utility bills. 
• Student Emergency Fund for help with unexpected expenses that may cause you to withdraw from one or more classes.
• Student Money Management Office for help with budgeting for college and family life
• The Child Care webpage for services for student parents.

Mental health counseling services are available throughout the ACC Student Services District to address personal and or mental health concerns.

If you are struggling with a mental health or personal crisis, call one of the following numbers to connect with resources for help. If you are afraid that you might hurt yourself or someone else, call 911 immediately.

Free Crisis Hotline Numbers:

• Austin / Travis County 24-hour Crisis & Suicide hotline: 512-472-HELP (4357)
• The Williamson County 24-hour Crisis hotline: 1-800-841-1255
• Bastrop County Family Crisis Center hotline: 1-888-311-7755
• Hays County 24 Hour Crisis Hotline: 1-877-466-0660
• National Suicide Prevention Lifeline: 988 or 1-800-273-TALK (8255)
• Crisis Text Line: Text “home” to 741741
• Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline:   1-800-662-HELP (4357)
• National Alliance on Mental Illness (NAMI) Helpline:1-800-950-NAMI (6264)