Commission on Dental Accreditation

Self-Study Guide for the

Evaluation of a Dental
Hygiene Education Program
 Self-Study Guide for the Evaluation of a
Dental Hygiene Education Program
Commission on Dental Accreditation
211 East Chicago Avenue
Chicago, Illinois 60611
312-440-4653
https://coda.ada.org/

Effective August 11, 2023

Copyright©2023
Commission on Dental Accreditation
All rights reserved. Reproduction is strictly prohibited without prior written permission.
 Self-Study Guide for the Evaluation of a
Dental Hygiene Education Program

Document Revision History

Date Item Action

February 12, 2021 Accreditation Standards for Dental Hygiene Adopted

Education Programs

July 1, 2022 Accreditation Standards for Dental Hygiene Implemented

Education Programs
August 5, 2022 Revision to Standard 1-6 (Institutional Adopted and Implemented
Accreditation) Examples of Evidence
November 7, 2022 Revision to Standard 1-6 (Institutional Adopted and Implemented
Accreditation) Examples of Evidence

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 TABLE OF CONTENTS

Introduction to the Self-Study Guide Page 5

Organizing the Self-Study Page 7

Instructions for Completing the Self-Study Page 9

Policies and Procedures Related to the Evaluation

of Allied Dental Education Programs Page 12

Administrator Verification Page Page 17

Summary of Factual Information Page 18

Previous Site Visit Recommendations Page 21

Compliance with Commission Policies Page 22

Program Effectiveness Page 24

Standard 1 – Institutional Effectiveness Page 25

Standard 2 – Educational Program Page 31

Standard 3 – Administration, Faculty and Staff Page 50

Standard 4 – Educational Support Services Page 59

Standard 5 – Health and Safety Provisions Page 67

Standard 6 – Patient Care Services Page 71

Conclusions and Summary of Self-Study Report Page 74

Examples of Selected Exhibits Page 77

Protocol for Conducting Site Visit Page 99

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 INTRODUCTION TO THE SELF-STUDY GUIDE

The self-study is the principal component of the process by which the Commission on Dental
Accreditation carries out its program of accrediting dental and dental-related education
programs. It is suggested that the institution initiate the self-study process approximately 12
months prior to completion of the Self-Study Report. The primary focus of the self-study
process should be to assess the effectiveness of the educational program in meeting (1) the
program’s stated goals and objectives and (2) the Commission’s Accreditation Standards. The
United States Department of Education (USDE) requires the use of an institutional or
programmatic self-study as a part of the accreditation process.

The Self-Study Report should be a concise, yet thorough, summary of the findings of the self-
study process. The Commission hopes that the self-study will be a catalyst for program
improvement that continues long after the accreditation process has been completed. In its
opinion, this is a more likely outcome if there is thorough planning, as well as involvement of
students and administrators in the self-study process. Most programs will concentrate upon
questions germane to the Commission’s Accreditation Standards. Nevertheless, the benefits of
self-study are directly related to the extent to which programs evaluate their efforts, not simply in
light of minimal standards for accreditation, but also in reference to the program’s stated goals
and objectives as well as standards for educational excellence. Assessment of the effectiveness
of the institution’s procedures should be reviewed as the means to achieve the intended
outcomes. That is to say that the procedures are not ends in themselves, but are means for
reaching the chosen goals. Conclusions of the self-study may include qualitative evaluation of
any aspect of the program whether it is covered in the Self-Study Guide or not. Programs must
respond to all questions included in the Self-Study Guide. The responses should be succinct, but
must in every case provide or cite evidence demonstrating achievement of objectives in
compliance with each of the Accreditation Standards.

The self-study process: The following outline1 summarizes the philosophy, purposes and
expected benefits of the self-study process. For the educational program, the self-study provides
an opportunity to:

1. Clarify its objectives as they relate to the:

a. Preparation of dental hygienists;
b. Expectations of the profession and the public in relation to education of dental
hygienists; and
c. general educational objectives of the institution.
2. Assess its own strengths and weaknesses in light of its own stated objectives and the
Accreditation Standards of the Commission.
3. Relate its own activities to cognate areas and to assess the degree to which the resources
are effectively utilized.

1
Adapted and summarized from “Role and Importance of the Self-Study Process in Accreditation”, Richard M.
Millard, President, Council on Postsecondary Accreditation (July 25-26, 1984).

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 4. Internalize the process and engage in the kind of self-analysis essential to effective
planning and change.
5. Provide the basis for a more informed and helpful site visit related to the real issues
including the strengths and weaknesses of the program.
6. Improve internal communication and mutual reinforcement in achieving programmatic
objectives.
7. Consider, place in perspective and deal with external environmental factors influencing
educational directions.
8. Translate the insights gained into recommendations for program improvement.

For the Commission and visiting committee, the self-study process should:

1. Ensure that the program has seriously and analytically reviewed its objectives, strengths
and weaknesses, and its success in meeting its goals and objectives.
2. Provide the visiting committee the basic information about the program and the
program’s best judgment of its own adequacy and performance, thus providing a frame of
reference to make the visit effective and helpful to the program and the Commission.
3. Ensure that the accrediting process is perceived not simply as an external review but as
an essential component of program improvement.
4. Ensure that the Commission, in reaching its accreditation decisions, can benefit from the
insights of both the program and the visiting committee.

The Self-Study process and report are not the following:

A self-study is not just a compilation of quantitative data. While quantitative data may be a
prerequisite for developing an effective self-study, these data in and of themselves are not
evaluative and must not be confused with a self-study.

A self-study is not or should not be answers to a questionnaire or on a check-off sheet. While a

questionnaire may be probing, it is essentially an external form and does not relieve the
responder of the critical review essential to self-study. A check-off list based on the
Commission’s Accreditation Standards can be helpful in developing the self-study but does not
reveal the conditions or rationale leading to the answers -- again both the organizing activity and
the critical analysis are missing.

A self-study is not or should not be a simple narrative description of the program. While some
description is necessary to help the visiting committee better understand the program, the self-
study is expected to go considerably beyond a description to an analysis of strengths and
weaknesses in light of the program’s objectives and the Commission’s Standards. It must further
develop a plan for achieving those objectives that have not been fully realized. It should be
emphasized that, while the self-study is essential to the accrediting process, the major value of an
effective self-study should be to the program itself. The report is a document, which summarizes
the methods and findings of the self-study process. Thus, a self-study report written exclusively
by a consultant or an assigned administrator or faculty member, as opposed to being developed
by the entire faculty, is not a self-study.

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 ORGANIZING THE SELF-STUDY

This Self-Study Guide is a suggested approach to completing a self-study and subsequent report.
The self-study should be comprehensive and should involve appropriate faculty and staff
throughout the institution. When feasible, it is suggested that a committee, with appropriate
faculty representation, be selected to assist the program director with the self-study process. This
committee should be responsible for developing and implementing the process of self-study and
coordinating the sections into a coherent self-study report. It may be desirable to establish early
in the process some format or pattern to be used in preparing the sections in the report in order to
provide consistency.

The committee should have assistance with preparing and editing the final self-study report.
Appropriate faculty and other institutional representatives (e.g., learning resources staff,
financial/budget officers, counselors, admissions officers, instructional design staff) should be
involved in the process to ensure that the Self-Study Report reflects the input of all individuals
who have responsibility for the program.

Suggested Timetable for Self-Study:

Months Prior to Visit

12 Appoint committee and resource persons; Assign sections of self-study to

appropriate faculty-resource persons; Develop action plan and report format

10 Sections of report are analyzed and developed by assigned individuals

7 Faculty and program director review tentative reports

6 Committee prepares rough draft of self-study document

5 Draft document is reviewed institution-wide

4 Self-study document finalized and duplicated

3 Solicit comments in accordance with the “Policy on Third Party Comments”

found in the Commission’s Evaluation and Operational Policies and Procedures
manual.

2 Final self-study document uploaded to the Commission’s Electronic Submissions

Portal 60 days prior to date of the scheduled visit.

Staff Assistance/Consultation: The staff of the Commission on Dental Accreditation is available

for consultation to all educational programs which fall within the Commission’s accreditation
purview. Educational institutions conducting programs oriented to dentistry are encouraged to

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obtain such staff counsel and guidance by written or telephone request. Consultation is provided
on request prior to, as well as subsequent to, the Commission’s granting of accreditation to
specific programs. Consultation shall be limited to providing information on CODA’s policies
and procedures. The Commission expects to be reimbursed if substantial costs are incurred.

Policies and Procedures for Site Visits: These policies and procedures are included at the end of
this Self-Study Guide.

Self-Study Format: As noted in the instructions with this Self-Study Guide, this is a suggested
approach to completing a self-study report. All institutions should be aware that the Commission
respects their right to organize their data differently and will allow programs to develop their
own format for the Self-Study Guide. However, if the program’s proposed format differs from
that suggested in this Self-Study Guide, the program should contact Commission staff for review
prior to initiating the self-study process. This procedure will provide assurance to the program
that its proposed format will include the elements considered essential by the Commission and its
visiting committees.

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 INSTRUCTIONS FOR COMPLETING THE SELF-STUDY

Background: The Self-Study for allied dental education programs was designed to mirror the
“Site Visitor Evaluation Report Form” and provide a listing of documentary evidence that
supports the program’s answers to each question. All questions are based on a specific “must
statement” of the Accreditation Standards. The number of the standard upon which the question
is based is noted in parenthesis after each question.

Before answering each question, the program should read the corresponding standard in order to
determine the intent of the standard. Then, after answering the question, the program is required
to identify the “documentary evidence” on which it supports its answer. In this manner, the self-
study process becomes evidence-based in demonstrating compliance with each accreditation
standard. Intent statements are presented to provide clarification to the program in the
application of and in connection with compliance with the Accreditation Standards. The
statements of intent set forth some of the reasons and purposes for the particular Standards. As
such, these statements are not exclusive or exhaustive. Other purposes may apply.

Additionally, the program is required to attach appendix information. This appendix information
is identified after the questions. Exhibits containing charts are provided to assist the program in
presenting important program information data. It should be noted that “documentary evidence”
may include required appendix information where appropriate. The exhibits included are
intended as samples, and some may not be applicable to the program.

With this self-study process, the interviews and on-site observations during the site visit take on
a more important role in that this is the place within the process that the program provides
additional description of its compliance with accreditation standards, that is not evident from the
answers to the Self-Study questions and required appendix information. A final summary
containing assessment of selected issues that are related to the institution, patient care, and the
program completes the self-study process.

Instructions: The following general instructions apply to the development of the allied dental
education program’s self-study report:

1. It is expected that information collected during the self-study will be presented in the
order that the sections and questions occur in the Guide. The sections of the report
should culminate in a qualitative analysis of the program’s strengths and weaknesses.
Keep in mind that the program’s written responses must provide the Commission and its
visiting committee with enough information to understand the operation of the program.

2. The suggested format for preparing the report is to state the question and then provide the
narrative response. The section preceding the questions, including the “must”
statement and intent statement, if applicable, must be included in the narrative
response.

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3. All questions posed in the Guide should be addressed. In the event that a program has
chosen to meet a particular standard in a manner other than that suggested by the
questions, please so indicate and explain how the program complies with the Standards.
There is no need to repeat at length information that can be found elsewhere in the
documentation. Simply refer the reader to that section of the report or appended
documentation, which contains the pertinent information.

4. The completed self-study document should include appropriately indexed and tabbed
sections; pages should be numbered. (The page numbers in the completed document are
not expected to correspond to the page numbers in this Guide).

5. The completed document should include:

a. Title Page: The title page must include the name of the program and sponsoring
institution; street address, city and state, telephone number and area code; and
date of accreditation visit.

b. Administrator Verification Page: The Commission requires that the institution’s

chief executive officer, chief administrator of the academic unit that sponsors the
program (dean), program director and other appropriate administrators of the
institution verify that the contents of the completed self-study document are
factually correct. The verification page must include the names, titles, and
signatures of individuals who have reviewed the self-study report. Self-studies
without the proper signatures will be returned to the program.

c. General Information/Summary of Factual Information Page.

d. Table of Contents: The table of contents must include the verification page,
general information/summary of factual information page, previous site visit
recommendations, compliance with Commissions policies, sections on each of the
Standards, summary of the Self-Study Report, and any exhibits and/or
appendices; page numbers for each section should be identified.

e. Self-Study Report: The Commission encourages programs to develop a self-study

report that reflects a balance between outcomes and process and that is
appropriately brief and cost-effective. The supportive documentation
substantiating the narrative should not exceed what is required to demonstrate
compliance with the Standards. Take note where documentation is designated to
be available on-site rather than attached to the report. Appendices and exhibits
should be numbered sequentially. The appendix and exhibit numbers in the
completed document are not expected to correspond with the example exhibits
provided in the Self-Study Guide.

f. Summary: At the completion of the report, a qualitative assessment is required.

Actions planned to correct any identified weaknesses should be described. It is

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 suggested that the summary be completed by the program director with assistance
from other faculty and appropriate administrators.

6. Keeping costs in mind, the Commission requests one (1) comprehensive electronic
copy of the completed Self-Study Guide to the Commission and each member of the
site visit team through the Commission’s Electronic Submission Portal. Please
contact the Commission office to obtain access to the portal prior to submission.
Please be advised that the Commission requires that all accreditation
correspondence/documents/reports and related materials submitted to the
Commission for a program’s permanent file be done so electronically. The
Electronic Submission Guidelines will assist you in preparing your report and are
found at https://coda.ada.org/policies-and-guidelines/electronic-submission-
guidelines.

Web-based Information: The Commission must retain a snapshot of the information

presented at the time of the submission of the report. For this reason, the electronic report
must not link to information on the Internet. To ensure that the Commission retains the
correct information, please insert or “embed” all web-based information into the report.

7. Institutions/Programs are expected to follow Commission policy and procedure on

privacy and data security related to compliance with the Health Insurance Portability
and Accountability Act (HIPAA). The Commission’s statement on HIPAA, as well as
the Privacy and Data Security Summary for Institutions/Programs (PDF), are found in
the Policies/Guidelines section of the Commission’s website at
https://coda.ada.org/policies-and-guidelines/hipaa-compliance that fail to comply with
CODA’s policy will be assessed an administrative fee of $4000. Programs that fail to
comply with CODA’s policy will be assessed an administrative fee of $4000.

8. Programs/Institutions must meet established deadlines to allow scheduling of regular or

special site visits and for submission of requested information. Program information (i.e.,
self-studies, progress reports, annual surveys or other kinds of accreditation-related
information requested by the Commission) is considered an integral part of the
accreditation process. If an institution fails to comply with the Commission's request, or
a prescribed deadline, it will be assumed that the institution no longer wishes to
participate in the accreditation program. In this event, the Commission will immediately
notify the chief executive officer of the institution of its intent to withdraw the
accreditation of the program(s) at its next scheduled meeting.

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 POLICIES AND PROCEDURES RELATED TO THE EVALUATION OF
ALLIED DENTAL EDUCATION PROGRAMS

Program to be Reviewed: A program which has not enrolled and graduated at least one class of
students and does not have students enrolled in each year of the program is defined by the
Commission as not fully operational. The developing program must not enroll students until
initial accreditation status has been obtained. Once a program is granted “initial accreditation”
status, a site visit will be conducted in the second year of programs that are four or more years in
duration and again prior to the first class of students graduating.

Those programs that have graduated at least one class of students and are enrolling students in
every year of the program are considered fully operational. These programs will complete the
self-study document and will be considered for the accreditation status of “approval with
reporting requirements” or “approval without reporting requirements” following a
comprehensive site visit. The Commission on Dental Accreditation formally evaluates
accredited programs at regular intervals.

The Commission has established a seven-year site visit cycle for accreditation review for all
disciplines except oral and maxillofacial surgery, which has a five-year cycle. Every effort is
made to review all existing dental and dental-related programs in an institution at the same time.
However, adherence to this policy of institutional review may be influenced by a number of
factors, e.g., graduation date established for new programs, recommendations in previous
Commission reports, and/or current accreditation status.

The purpose of the site evaluation is to obtain in-depth information concerning all administrative
and educational aspects of the program. The site visit verifies and supplements the information
contained in the comprehensive self-study document completed by the institution prior to the site
evaluation. The factual material is used by the visiting committee as a basic reference source.

The Commission requests one (1) comprehensive electronic copy of the completed Self-Study
Guide to the Commission and to each member of the site visit team through the Commission’s
Electronic Submission Portal. Please contact the Commission office to obtain access to the
portal prior to submission. Please be advised that the Commission requires that all accreditation
correspondence/documents/reports and related materials submitted to the Commission for a
program’s permanent file be done so electronically. The Electronic Submission Guidelines will
assist you in preparing your report. Electronic reports that fail to adhere to the stated guidelines
may be returned to the program for re-formatting and may not be reviewed at the assigned time.

When a State Board Representative or Observer will attend the site visit, the program will
provide an electronic copy of the self-study to the individual(s) directly; instructions to do so will
be provided by the Commission office.

Program Changes: Changes have a direct and significant impact on the program’s potential
ability to comply with the accreditation standards. These changes tend to occur in the areas of
finances, program administration, enrollment, curriculum and clinical/laboratory facilities, but

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may also occur in other areas. All program changes that could affect the ability of the program
to comply with the Accreditation Standards must be reported to the Commission. Failure to
report and receive approval in advance of implementing the change, using the Guidelines for
Reporting Program Change, may result in review by the Commission, a special site visit, and
may jeopardize the program’s accreditation status. For additional information, please review the
entire policy on Program Changes in the Commission’s “Evaluation and Operational Policies and
Procedures” (EOPP) manual. The EOPP is available online at https://coda.ada.org/policies-and-
guidelines.

Third Party Comment Policy: The program scheduled for review must solicit third-party
comments through appropriate notification of communities of interest and the public such as
faculty, students, program administrators, dental-related organizations, patients, and consumers
at least ninety (90) days prior to the site visit. The notice should indicate the deadline of sixty
(60) days for receipt of third-party comments in the Commission office and should stipulate that
signed or unsigned comments will be accepted, that names and/or signatures will be removed
from comments prior to forwarding them to the program, and that comments must pertain only to
the standards for the particular program or policies and procedures used in the Commission’s
accreditation process. For additional information, please review the entire policy on Third Party
Comments in the Commission’s “Evaluation and Operational Policies and Procedures” (EOPP)
manual.

Complaints Policy: The program is responsible for developing and implementing a procedure
demonstrating that students are notified, at least annually, of the opportunity and the procedures
to file complaints with the Commission. The accredited program must retain in its files
information to document compliance with this policy so that it is available for review during the
Commission's on-site reviews of the program. Students, faculty, constituent dental societies,
state boards of dentistry, and other interested parties may submit an appropriate, signed
complaint to the Commission on Dental Accreditation (CODA) regarding any CODA-accredited
dental, allied dental or advanced dental education program, or a program which has an
application for initial accreditation pending.

Additionally, the program must maintain a record of student complaints received since the
Commission’s last comprehensive review of the program. At the time of a program’s regularly
scheduled on-site evaluation, visiting committees evaluate the program’s compliance with the
Commission’s policy on the Required Record of Complaints. The team reviews the areas
identified in the program’s record of complaints during the site visit and includes findings in the
draft site visit report and note at the final conference. Please review the entire policy on
Complaints in the Commission’s EOPP.

Distance Education Policy: Distance education uses one or more technologies to deliver
instruction to students who are separated from the instructor and to support regular and
substantive interaction between the students and the instructor, either synchronously or
asynchronously.

Programs that offer distance education must ensure regular and substantive interaction between a
student and an instructor or instructors prior to the student’s completion of a course or
competency. For purposes of this definition, substantive interaction is engaging students in

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teaching, learning, and assessment, consistent with the content under discussion, and also
includes at least two of the following: providing direct instruction; assessing or providing
feedback on a student’s coursework; providing information or responding to questions about the
content of a course or competency; facilitating a group discussion regarding the content of a
course or competency; or other instructional activities approved by the institution’s or program’s
accrediting agency.

Programs that offer distance education must also have processes in place through which the
program establishes that the student who registers in a distance education course or program is
the same student who participates in and completes the course or program and receives the
academic credit. Programs must verify the identity of a student who participates in class or
coursework by using, at the option of the program, methods such as a secure login and pass code;
proctored examinations; and/or new or other technologies and practices that are effective in
verifying student identity. The program must make clear in writing that processes are used that
protect student privacy and programs must notify students of any projected additional student
charges associated with the verification of student identity at the time of registration or
enrollment. Please read the entire policy on “Distance Education” in the Commission’s EOPP.

Programs must report the use of distance education technology, as described in the
Commission’s Policy on Distance Education. For additional information, please review the
policy on Distance Education in the Commission’s “Evaluation an Operational Policies and
Procedures” (EOPP) manual. The EOPP is available online at https://coda.ada.org/policies-and-
guidelines.

Materials Sent from the Commission office: The following information on all programs being
visited is provided to the program and to each member of the visiting committee from the
Commission on Dental Accreditation office. The information is provided electronically
approximately 60 days prior to the scheduled site visit:
 Five year data profile and standard reports generated from the Survey of Allied Dental
Educational Programs
 The previous accreditation site visit report

Site Visitor Requests for Additional Information: Visiting committee members are expected
to carefully review the completed self-study reports and note any questions or concerns they may
have about the information provided. These questions are forwarded to Commission staff, or the
designated chair of the visiting committee, compiled and submitted to the program director prior
to the visit. The requested information is provided to the team members either prior to the visit
or upon their arrival to the program. The response serves as an addendum to the self-study report.

Site Visit Procedures and Committee Composition: The accreditation program of the
Commission on Dental Accreditation is accomplished through mechanisms of annual surveys,
site visits and Commission reviews. Site visitors are appointed by the Commission Chair and
approved by the institution’s administration, i.e. dental school dean or program director. The
visiting committee conducts the site visit and prepares the report of the site visit findings for
Commission action. The size and composition of a visiting committee varies with the number
and kinds of educational programs offered by the institution. All visiting committees will

14
include at least one person who is not a member of a Review Committee of the Commission or a
Commission staff member.

At the request of the program, the Commission will invite a representative from the dental
licensing board of the state in which the program is located to participate with the committee as
the State Board representative. State Board representatives participate fully in site visit
committee activities as non-voting members of the committee. State Board representatives are
required to sign the Commission’s “Agreement of Confidentiality.” This representation is only
at the request of the institution/program being evaluated and is not required by the Commission.

After the Site Visit: The written site visit report embodies a review of the quality of the
program. It serves as the basis for accreditation decisions. It also guides officials and
administrators of educational institutions in determining the degree of the compliance with the
Accreditation Standards and established policies. The report clearly delineates any observed
deficiencies in compliance with Standards on which the Commission will take action.

The Commission is sensitive to the problems confronting institutions of higher learning. In the
report, the Commission evaluates educational programs based on accreditation standards and
provides constructive recommendations which relate to the Accreditation Standards and
suggestions which relate to program enhancement.

The preliminary draft site visit report generated from the site visit is the basis for action on the
accreditation status of the proposed program. A preliminary draft site visit report is prepared by
the site visitors, consolidated by Commission staff into a single document and approved by the
visiting committee. The approved draft report is then transmitted to the institutional
administrators for factual review and comment prior to its review by the Commission. The
institution has a maximum of 30 days in which to respond with regard to factual inaccuracies,
comments on differences in perception and report of corrective actions taken in response to
recommendations cited. Additionally, consistent with Commission policy, the institution is
provided a minimum of 30 days to respond to the preliminary draft of the site visit report with
regard to any noted recommendations. The Commission reviews both the preliminary report and
the institution’s response as it considers its action on the initial accreditation status of the
developing program. The action of the Commission is transmitted to the institution, along with
the formal site visit report, to the institution within thirty (30) days of its meeting.

The site visit report reflects the program as it exists at the time of the site visit. Any
improvements or changes made subsequent to a site visit may be described and documented in
the program’s response to the preliminary draft report, which becomes part of the Commission’s
formal record of the program’s evaluation. Such improvements or changes represent progress
made by the institution and are considered by the Commission in determining an accreditation
status, although the site visit report is not revised to reflect these changes. Following granting of
an accreditation status, the final site visit report is prepared and transmitted to the institution.
The Commission expects the chief administrators of educational institutions to make the
Commission site visit reports available to program directors, faculty members and others directly
concerned with program quality so that they may work toward meeting the recommendations
contained in the report.

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Commission members and visiting committee members are not authorized, under any
circumstances, to disclose any information obtained during site visits or Commission meetings.
Oral comments made by site visit team members during the course of the site visit are not to be
construed as official site visit findings unless documented within the site visit report and may not be
publicized. Further, publication of site visit team members’ names and/or contact information is
prohibited. The preliminary draft of a site visit report is an unofficial document and remains
confidential between the Commission and the institution’s executive officers and may not, under
any circumstances, be released. Site visit reports approved during a Commission meeting are
transmitted to officials of parent institutions and program administrators or directors.

Public release of the final draft of the site visit report that is approved by the Commission is at the
sole discretion of the institution. If there is a point of contention about a specific section of the final
site visit report and the institution elects to release the pertinent section to the public, the
Commission reserves the right to make the entire site visit report public.

Commission Review of Site Visit Reports: The Commission and its review committees meet
twice each year to consider site visit reports, progress reports, and policies related to
accreditation. These meetings are usually in the Winter (January/February) and Summer
(July/August). Reports from site visits conducted less than ninety (90) days prior to a
Commission meeting are usually deferred and considered at the next Commission meeting.

Notification of Accreditation Action: An institution will receive the formal site visit report,
including the accreditation status, within thirty (30) days following the official meeting of the
Commission. The Commission’s definitions of accreditation classifications are published in its
Accreditation Standards documents.

Additional Information: Additional information regarding the procedures followed during the
site visit is contained in the Commission’s publication, Evaluation and Operational Policies and
Procedures. The Commission uses the Accreditation Standards as the basis for its evaluation of
allied dental education programs; therefore, it is essential that institutions be thoroughly familiar
with this document.

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 Administrator Verification
Self-Study Guide for the Evaluation of a
Dental Hygiene Education Program
Date of Submission: Enter Actual Date of Submission of Self-Study

I have reviewed this document and verify that the information in it is accurate and
complete, and that it complies with the Commission on Dental Accreditation’s Privacy and
Data Security Requirements for Institutions found at https://coda.ada.org/policies-and-
guidelines/hipaa-compliance (the “Requirements”) and that this document contains no
prohibited Sensitive Personal Information (SPI) or Protected Health Information (PHI) as
defined in the Requirements, and that the individual(s) signing and/or submitting this
verification has the authority to sign and submit on behalf of the sponsoring institution,
themselves, and the other individuals listed below.

SPONSORING INSTITUTION (If the program is co-sponsored, a verification page from

each sponsor must be submitted)
Institution Name:
Street Address
(do not list P.O. Boxes)
City, State, Zip
Chief Executive Officer
(Univ. Pres, Chancellor, Hospital President)
Name:
Title:
Phone:
E-Mail:
Signature:
Date:
Chief Administrative Officer
(Dental Dean/Chair/Chief of Dental Service)
Name:
Title:
Phone:
E-Mail:
Signature:
Date:
Program Director/Administrator
Name:
Title:
Phone:
E-Mail:
Signature:
Date:

17
 INSTITUTION:

SUMMARY OF FACTUAL INFORMATION

ON THE DENTAL HYGIENE PROGRAM

The purpose of providing the following information is to give the reader of the completed self-
study document a brief summary of critical factual information about the dental hygiene
program.

Admissions
a. Number of classes admitted annually:

b. Enrollment pattern (month and number):

c. Current total enrollment:

1st year students
2nd year students
3rd year students*
4th year students*

(*To be completed if applicable)

Facilities
a. Identify program(s) that share dental hygiene facilities, e.g., dental assisting, dental
laboratory technology, nursing:

b. Number of treatment areas used for

preclinical/clinical instruction:

c. Number of laboratory stations:

d. Number of radiography units:

Program Faculty Numbers:

a. Dental hygienists-
Full-time: Part-time:

18
b. Dentists-
Full-time: Part-time:
Supervising:

c. Dental assistants-
Full-time: Part-time:

d. Non-Program faculty-
Full-time: Part-time:

Curriculum
a. Name of term (semester, module, quarter, etc.):
b. Number of terms:
c. Number of weeks per term:
d. Total number of weeks:
e. Award granted at completion:
f. Total number of credits:
g. Total program hours:

lecture: ; laboratory: ; clinic:

Setting/Curriculum Delivery
a. Site(s) where dental hygiene instruction occurs (See definitions within EOPP):

Off-Campus (major and minor activity sites):

On-Site:

b. Describe any curriculum delivered via distance education technologies and/or non-
traditional methods (list on-line, hybrid, and blackboard courses):

Financial Support
a. Total direct cost budgeted for current fiscal year:

19
Sites Where Educational Activity Occurs (Off-Campus Sites For Didactic and Clinical
Activity): List the names and addresses of the established off-campus sites, purposes of the
site, and amount of time each student is assigned to the site.

Please do not list sites used for community service and service learning, these are exempt
from the policy.

Name and Address Owned by Purpose (state the reason for Duration (state
Institution site usage) the year and
(√) number of days a
student visits the
site)

20
 PREVIOUS SITE VISIT RECOMMENDATIONS

Using the program’s previous site visit report, please demonstrate how all recommendations
cited in the report continue to be in compliance.

The suggested format for demonstrating compliance is to state the recommendation and then
provide a narrative response and/or reference documentation within the remainder of the self-
study document.

Please note that if the last site visit was conducted prior to the implementation of the revised
Accreditation Standards for Dental Hygiene Education Programs (January 1, 2013), some
recommendations may no longer apply. Should further guidance be required, please contact
Commission staff.

COMPLIANCE WITH COMMISSION POLICIES

PROGRAM CHANGES

Depending on the specific program change, reports must be submitted to the Commission by
May 1 or November 1 or at least thirty (30) days prior to a regularly scheduled semi-annual
Review Committee meeting. The Commission recognizes that unexpected changes may occur.
Unexpected changes may be the result of sudden changes in institutional commitment, affiliated
agreements between institutions, faculty support, or facility compromise resulting from natural
disaster. Failure to proactively plan for change will not be considered unexpected change.
Depending upon the timing and nature of the change, appropriate investigative procedures
including a site visit may be warranted.

Other types of Program Changes include but are not limited to enrollment increase, the addition
of off-campus sites, and the use of Distance Education.

For enrollment increases, the program must adhere to the Guidelines on Enrollment Increases in
Dental Hygiene Education Programs.

For the addition of off-campus sites, the program must adhere to the Policy on Reporting and
Approval of Sites Where Educational Activity Occurs.

For the use of Distance Education, the program must report the use of Distance Education
technology, as described in the Commission’s Policy on Distance Education.

For the full policy statements on enrollment increase, off-campus sites, and distance education,
see the Commission’s “Evaluation and Operational Policies and Procedures” (EOPP) manual.

1. Identify all changes which have occurred within the program since the program’s
previous site visit, in accordance with the Commission’s policy on Reporting
Program Changes in Accredited Programs.

21
 COMPLIANCE WITH COMMISSION POLICIES (CONT.)

Please provide documentation demonstrating the program’s compliance with the Commission’s
policies on Third Party Comments, Complaints and Distance Education

Third Party Comments: The program is responsible for soliciting third-party comments from
communities of interest such as students and patients that pertain to the standards or policies and
procedures used in the Commission’s accreditation process. An announcement for soliciting
third-party comments is to be published at least 90 days prior to the site visit. The notice should
indicate that third-party comments are due in the Commission’s office no later than 60 days prior
to the site visit. Please review the entire policy on Third Party Comments in the Commission’s
“Evaluation and Operational Policies and Procedures” (EOPP) manual.

1. Please provide documentation and/or indicate what evidence will be available during the
site visit to demonstrate compliance with the Commission’s policy on Third Party
Comments.

Complaints: The program is responsible for developing and implementing a procedure

demonstrating that students are notified, at least annually, of the opportunity and the procedures
to file complaints with the Commission. Additionally, the program must maintain a record of
student complaints received since the Commission’s last comprehensive review of the program.
Please review the entire policy on Complaints in the Commission’s “Evaluation and Operational
Policies and Procedures” (EOPP) manual.

1. Please provide documentation and/or indicate what evidence will be available during the
site visit to demonstrate compliance with the Commission’s policy on Complaints.

Distance Education: Programs that offer distance education must ensure regular and
substantive interaction between a student and an instructor or instructors prior to the student’s
completion of a course or competency. For purposes of this definition, substantive interaction is
engaging students in teaching, learning, and assessment, consistent with the content under
discussion, and also includes at least two of the following:
 Providing direct instruction;
 Assessing or providing feedback on a student’s coursework;
 Providing information or responding to questions about the content of a course or
competency;
 Facilitating a group discussion regarding the content of a course or competency; or
 Other instructional activities approved by the institution’s or program’s accrediting
agency.

Programs that offer distance education must also have processes in place through which the
program establishes that the student who registers in a distance education course or program is
the same student who participates in and completes the course or program and receives the
academic credit. Methods may include, but are not limited to:
 a secure login and pass code;
 proctored examinations; and/or

22
  new or other technologies and practices that are effective in verifying student identity.

Please review the entire policy on Distance Education in the Commission’s “Evaluation and
Operational Policies and Procedures” (EOPP) manual.

1. If applicable, please provide documentation and/or indicate what evidence will be

available during the site visit to demonstrate compliance with the Commission’s policy
on Distance Education. If the program does not utilize distance education methods,
please state “Not Applicable.”

23
 PROGRAM EFFECTIVENESS

Program Performance with Respect to Student Achievement:

1. Document how the institution/program is assessing student achievement and provide

a detailed analysis of the program’s performance with respect to student
achievement. Include a description of the assessment tools used by the program and a
summary of data and conclusions.

2. Describe the positive and negative program outcomes related to the program’s
student achievement measures.

3. Describe program changes made in accordance with outcomes data collected.

Conversely, describe areas where program change has not been made in accordance
with outcomes data collected.

24
 STANDARD 1 - INSTITUTIONAL EFFECTIVENESS

Planning and Assessment

1-1 The program must demonstrate its effectiveness using a formal and ongoing
planning and assessment process that is systematically documented by:

a) developing a plan addressing teaching, patient care, research and service;

b) an ongoing plan consistent with the goals of the sponsoring institution and the
goals of the dental hygiene program;
c) implementing the plan to measure program outcomes in an ongoing and
systematic process;
d) assessing and analyzing the outcomes, including measures of student
achievement;
e) use of the outcomes assessment results for annual program improvement and
reevaluation of program goals.

Intent:
Assessment, planning, implementation and evaluation of the educational quality of a
dental hygiene education program (inclusive of distance education
modalities/programs), that is broad-based, systematic, continuous and designed to
promote achievement of program goals will maximize the academic success of the
enrolled students in an accountable and cost effective manner. The Commission on
Dental Accreditation expects each program to define its own goals for preparing
individuals in the discipline and that one of the program goals is to comprehensively
prepare competent individuals in the discipline.

Narrative Response and Documentation:

1. List the program’s goals that include, but are not limited to, student
achievement outcomes.

2. Explain how these goals are consistent with the goals of the sponsoring
institution and appropriate to dental hygiene education.

3. Describe how the goals address teaching, patient care, research and service.

4. On what basis are goal revisions made? Using the sample format illustrated in
Example Exhibit 1, develop an assessment schedule, timetable or plan.

5. Describe the outcomes measures that are utilized to determine the degree to
which these stated goals and objectives are being met.

25
 6. Document the assessment methods utilized for two (2) years. If appropriate,
include examples of completed surveys. Provide the compiled data summary
used. Provide an analysis of the data. Relate the findings and conclusions to
the program goals.

7. Provide examples of how the assessment results have been used for program
improvement over the past year.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 1-1 in the Accreditation Standards for Dental Hygiene
Education Programs.

1-2 The program must have a stated commitment to a humanistic culture and learning
environment that is regularly evaluated.

Intent:
The program should ensure collaboration, mutual respect, cooperation, and harmonious
relationships between and among administrators, faculty, students, staff, and alumni. The
program should also support and cultivate the development of professionalism and
ethical behavior by fostering diversity of faculty, students, and staff, open
communication, leadership, and scholarship.

Narrative Response and Documentation:

1. Describe how the program provides an environment and culture that promotes
professional, harmonious, and ethical behavior among students, faculty,
administrators and staff. Describe how the program environment is regularly
assessed, provide the summary data that has been collected, and note any
changes that have occurred following analysis of the data.

2. Describe program policy on expected behaviors and consequences for deviation

from the policy. How do students participate in formation, implementation and
assessment of the effectiveness of the policy?

3. Describe how faculty are encouraged to serve as mentors and positive role
models for students.

4. Describe any all-school events that bring together faculty, staff and students.

5. Describe the types and frequency of forums available for faculty, students and
staff to discuss issues of mutual concern. Give any examples of issues that have
been resolved through these types of interactions.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 1-2 in the Accreditation Standards for Dental Hygiene
Education Programs.

26
 Financial Support

1-3 The institution must have a strategic plan which identifies stable financial resources
sufficient to support the program's stated mission, goals and objectives. A financial
statement document must be submitted providing revenue and expense data for the
dental hygiene program.

Intent:
The institution should have the financial resources required to develop and sustain the
program on a continuing basis. The program should employ sufficient faculty, purchase
and maintain equipment, procure supplies, reference material and teaching aids as
reflected in annual budget appropriations. Financial allocations should ensure that the
program will be in a competitive position to recruit and retain qualified faculty. Annual
appropriations should provide for innovations and changes, including technological
advances, necessary to reflect current concepts of education in the discipline. The
Commission will assess the adequacy of financial support on the basis of current
appropriations and the stability of sources of funding for the program.

Narrative Response and Documentation:

1. Describe/explain the process utilized to develop the program’s budget. Include

the timeframe, individuals involved, and final decision making
body/individual(s).

2. Using the Example Exhibit 2 format, identify the sources of fiscal support for
the dental hygiene program and the percentage of the total budget that each
source constitutes.

3. If financial resources include grant monies, specify the type, amount and
termination date of the grant. What is the primary use of these funds? Upon
termination of the grant(s), how will these funds be replaced?

4. Describe the long-range plan developed to assist the program in acquiring

stable and adequate funding. Append a copy of the long-range plan, if
available

5. Using the Example Exhibit 3 format, provide information on the program’s

budget for the previous, current (year of the site visit) and ensuing fiscal years.

6. Using the Example Exhibit 4 format, provide the actual expenditures for the
previous academic year.

27
 7. Using the format shown in Example Exhibit 5, provide information on the
salary schedules for full- and part-time faculty for the current academic year,
include the program administrator.

8. Assess the allocations for faculty salaries and professional development to

ensure the program is in a competitive position to recruit and retain qualified
faculty.

9. As an exhibit, include a list of individuals involved in the budgetary process,

including their name and title.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 1-3 in the Accreditation Standards for Dental Hygiene
Education Programs.

1-4 The sponsoring institution must ensure that support from entities outside of the
institution does not compromise the teaching, clinical and research components of
the program.

Narrative Response:

1. Describe the structure of the relationship between any entities outside the
sponsoring institution that provides financial support for the program and the
sponsoring institution itself. How are decisions made within the sponsoring
institution regarding teaching, clinical, and research, affected by outside
financial contributions? Note: sponsoring institution is defined as the entity that
carries institutional accreditation and physically houses the program.

1-5 The authority and final responsibility for curriculum development and approval,
student selection, faculty selection and administrative matters must rest within the
sponsoring institution.

Documentation:

You may refer to “Examples of evidence to demonstrate compliance” following Standard

1-5 in the Accreditation Standards for Dental Hygiene Education Programs.

Institutional Accreditation

1-6 Programs must be sponsored by institutions of higher education that are accredited
by an institutional accrediting agency (i.e., a regional or appropriate* national
accrediting agency) recognized by the United States Department of Education for
offering college-level programs.
* Agencies whose mission includes the accreditation of institutions offering allied health education programs.

28
 Intent:
Dental schools, four-year colleges and universities, community colleges, technical
institutes, vocational schools, and private schools, which offer appropriate fiscal,
facility, faculty and curriculum resources are considered appropriate settings for the
program. The institution should offer appropriate fiscal, facility, faculty and curriculum
resources to sponsor the dental hygiene educational program.

Narrative Response and Documentation:

1. Which of the following best describes the program’s educational setting: dental
school, four-year college/university, community/junior college, technical
college/institute, vocational school or federal service training center? Indicate
whether the institution is public, private (not-for-profit) or private (for profit).

2. By what agency recognized by the United States Department of Education or

officially recognized state accrediting agency, is the institution accredited?
Briefly describe the institution’s accreditation history, including its current
status and date of last evaluation.

3. Include an exhibit indicating the most current accreditation report status

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 1-5 in the Accreditation Standards for Dental Hygiene
Education Programs.

1-7 All arrangements with co-sponsoring or affiliated institutions must be formalized by

means of written agreements which clearly define the roles and responsibilities of
each institution involved.

Intent:
The purpose of a formalized written agreement is to protect the dental hygiene program,
faculty, and students regarding the roles and responsibilities of the institution(s) that
sponsor the dental hygiene program.

Narrative Response and Documentation:

Note: off-campus sites (including enrichment sites) are addressed in Standard 4-4. Co-
sponsoring or affiliated institutions allow dental hygiene program students to utilize
resources available to their regularly enrolled students, e.g., bookstore, library, health
center fitness facility, etc. as defined in an affiliation agreement.

1. Does the program have an arrangement with another institution for sharing
resources as described above?

2. Is the additional institution considered to be a co-sponsor of the program?

29
 3. If yes, describe the arrangement, including a brief history and date of the initial
agreement. Include a copy of co-sponsor/affiliation written agreement.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 1-6 in the Accreditation Standards for Dental Hygiene
Education Programs.

Community Resources

1-8 There must be an active liaison mechanism between the program and the dental and
allied dental professions in the community. The authority and final responsibility
for curriculum development and approval, student selection, faculty selection and
administrative matters must rest with the educational institution.

Intent:
The purpose of an active liaison mechanism is to provide a mutual exchange of
information for improving the program, recruiting qualified students and meeting
employment needs of the community. The responsibilities of the advisory body should be
defined in writing and the program director, faculty, and appropriate institution
personnel should participate in the meetings as non-voting members to receive advice
and assistance.

Narrative Response and Documentation:

1. Briefly describe the interaction between the program and professionals in the
community, such as dental hygienists, general and specialty dentists, and other
health care specialists? How do community liaison members provide resources
and/or help support the program?

2. Describe the structure, function, and responsibilities of the liaison mechanism(s).

3. List the names, affiliation, role/title, committee term, disciplines and

appointment dates of individuals currently involved in the program’s liaison
activities. If applicable, provide the names and positions of individuals
representing separate liaison mechanisms for any off-campus sites.

4. Provide meeting minutes from the last two liaison activities.

5. Describe recent liaison activities.

6. Provide a copy of by-laws and/or description of duties and responsibilities of

individuals involved in liaison activities
For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 1-7 in the Accreditation Standards for Dental Hygiene
Education Programs.

30
 STANDARD 2 - EDUCATIONAL PROGRAM

Instruction

2-1 The curriculum must include at least two academic years of full-time instruction or
its equivalent at the postsecondary college-level. The scope and depth of the
curriculum must reflect the objectives and philosophy of higher education. The
college catalog must list the degree awarded and course titles and descriptions.

In a two-year college setting, the graduates of the program must be awarded an

associate degree. In a four-year college or university, graduates of the program
must be awarded an associate or comparable degree, post-degree certificate, or
baccalaureate degree.

Intent:
The dental hygiene curriculum is comprehensive in scope and depth and requires a
minimum of two years of academic preparation. The curriculum should include
additional coursework and experiences, as appropriate, to develop competent oral health
care providers who can deliver optimal patient care within a variety of practice settings
and meet the needs of the evolving healthcare environment.

In a four-year college setting that awards a certificate, admissions criteria should

require a minimum of an associate degree. Institutions should provide students with
opportunities to continue their formal education through affiliations with institutions of
higher education that allow for transfer of course work. Affiliations should include
safeguards to maximize credit transfer with minimal loss of time and/or duplication of
learning experiences.

General education, social science and biomedical science courses included in associate
degree dental hygiene curricula should parallel those offered in four-year colleges and
universities. In baccalaureate degree curricula, attention is given to requirements for
admission to graduate programs to establish a balance between professional and
nonprofessional credit allocations.

Narrative Response and Documentation:

1. Describe how the scope and depth of the curriculum reflect the objectives and
philosophy of higher education and facilitates opportunities for students to
continue their formal education through transfer of course work

2. Describe how the curriculum is structured to allow individual students to meet

required program competencies.

3. As an exhibit, include pages of the college catalog relevant to the dental hygiene
program. If the college catalog is online, download and provide the appropriate
pages.

31
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 2-1 in the Accreditation Standards for Dental Hygiene
Education Programs.

2-2 A process must be established to assure students meet the academic, professional
and/or clinical criteria as published and distributed. Academic standards and
institutional due process policies must be followed for remediation or dismissal.
A college document must include institutional due process policies and procedures.

Intent:
If a student does not meet evaluation criteria, provision should be made for remediation
or dismissal. On the basis of designated criteria, both students and faculty can
periodically assess progress in relation to the stated goals and objectives of the program.

Narrative Response and Documentation:

1. Describe processes used to ensure students meet published academic,

professional and/or clinical criteria. How is this information distributed?

2. As an exhibit, include pages from the appropriate document(s) listing

institutional and program due process policies and procedures.

3. What standards of achievement/competence are required for dental hygiene

students to continue in each component of the program? How and when are
program expectations conveyed to students?

4. Who reviews dental hygiene students’ academic and clinical performance?

What action is taken when a student’s performance is below minimum
standards? How frequently is the student made aware of his/her performance?

5. Describe procedures for assisting students who are having academic difficulties
in didactic, laboratory, preclinical, and clinical classes.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-2 in the Accreditation Standards for Dental Hygiene
Education Programs.

Admissions

2-3 Admission of students must be based on specific written criteria, procedures and
policies. Previous academic performance and/or performance on standardized
national tests of scholastic aptitude or other predictors of scholastic aptitude and
ability must be utilized as criteria in selecting students who have the potential for
successfully completing the program. Applicants must be informed of the criteria

32
and procedures for selection, goals of the program, curricular content, course
transferability and the scope of practice of and employment opportunities for dental
hygienists.

Intent:
The dental hygiene education curriculum is a postsecondary scientifically-oriented
program which is rigorous and intensive. Because enrollment is limited by facility
capacity, special program admissions criteria and procedures are necessary to ensure
that students are selected who have the potential for successfully completing the
program. The program administrator and faculty, in cooperation with appropriate
institutional personnel, should establish admissions procedures which are non-
discriminatory and ensure the quality of the program.

Narrative Response and Documentation:

1. Provide the specific written criteria, procedure and policies for admission to the
dental hygiene program. Provide evidence that previous academic performance
and/or performance on standardized national tests of scholastic aptitude or
other predictors of scholastic aptitude and ability have been utilized as criteria
in selecting students.

2. Describe the process for selecting dental hygiene students. List names and titles
of individuals participating in the selection process. As an exhibit, provide a
sample rating sheet for students selection.

3. To what extent do the program administrator and faculty participate

determining admission criteria and procedures?

4. How are applicants informed of the dental hygiene program’s (address each
component):

 criteria and procedures for selection,

 program goals,
 curricular content,
 transferability of the dental hygiene program courses,
 scope of practice of dental hygienists, and
 current employment opportunities for dental hygienists?

As an exhibit, provide a program application packet and/or forms that address

each item previously listed.

5. Provide the institution’s policies on discrimination.

6. How does the program make policies on infectious diseases made available to
applicants?

33
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 2-3 in the Accreditation Standards for Dental Hygiene
Education Programs.

2-4 Admission of students with advanced standing must be based on the same standards
of achievement required by students regularly enrolled in the program. Students
with advanced standing must receive an appropriate curriculum that results in the
same standards of competence required by students regularly enrolled in the
program.

Intent:
Advanced standing refers to applicants that may be considered for admission to a
training program whose curriculum has been modified after taking into account the
applicant’s past experience. Examples include transfer from a similar program at
another institution, completion of training at a non-CODA accredited program, or
documented practice experience in the given discipline. Acceptance of advanced
standing students/residents will not result in an increase of the program’s approved
number of enrollees. Applicants for advanced standing are expected to fulfill all of the
admission requirements mandated for students/residents in the conventional program
and be held to the same academic standards. Advanced standing students/residents, to
be certified for completion, are expected to demonstrate the same standards of
competence as those in the conventional program.

Narrative Response and Documentation:

1. Does the dental hygiene program admit students with advanced standing? If
yes, describe the policies and methods for awarding advanced standing credit.

2. Indicate the type of courses for which advanced standing is granted and the
maximum number of credits that can be awarded.

3. Who reviews transcripts and determines course equivalency? Describe the

process for evaluating courses taken at another institution and used as a basis of
credit award?

4. If a formal policy has been developed, please provide.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-4 in the Accreditation Standards for Dental Hygiene
Education Programs.

34
2-5 The number of students enrolled in the program must be proportionate to the
resources available.

Intent:
In determining the number of dental hygiene students enrolled in a program (inclusive of
distance sites), careful consideration should be given to ensure that the number of
students does not exceed the program’s resources, including patient supply, financial
support, scheduling options, facilities, equipment, technology and faculty.

Narrative Response and Documentation:

1. Describe the potential patient population available from surrounding

community resources (at each campus site, if applicable), e.g., hospitals, dental
schools, military or public health clinics, nursing homes and other short- or
long-term care facilities. How are these resources used for instruction? List the
facilities utilized by the program and describe the relationship.

2. How many classes does the dental hygiene program admit each
year? In what month(s) of the year do students begin their course of study?

3. Using the format illustrated in Example Exhibit 6, provide enrollment and

attrition data for the program during the current and four preceding years.
Note: Programs with multiple enrollment starts each calendar year, please
complete Example Exhibit 7.

4. For each term of the dental hygiene curriculum, provide a class schedule as
illustrated in Example Exhibit 11. Include course number and name; faculty,
setting (clinic, lab, classroom number); and number of students. Modify the
exhibit as needed to account for multiple sections. Note: Programs with multiple
enrollment starts must modify the exhibit to provide the requested information

6. For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-5 in the Accreditation Standards for Dental Hygiene
Education Programs.

Curriculum

2-6 The dental hygiene program must:

1) define and list the overall graduation competencies that describe the levels of
knowledge, skills and values expected of graduates.
2) employ student evaluation methods that measure all defined graduation
competencies.
3) document and communicate these competencies and evaluation methods to the
enrolled students.

35
Intent:
The educational competencies for the dental hygiene education program should include
the preparation of graduates who possess the knowledge, skills and values to begin the
practice of dental hygiene. The evaluation methods used in the dental hygiene program
should include process and end-product assessments of student performance, as well as a
variety of objective testing measures. These mechanisms will provide student
performance data related to measuring defined program competencies throughout the
program for the students, faculty and college administration.

Narrative Response and Documentation:

1. List the stated program competencies and describe how these are provided to
students.

2. List the various evaluation methods used to measure each stated program
competency. Modify Example Exhibit 9 as appropriate.

3. How are students informed of the manner(s) in which each program competency
will be evaluated?

4. Discuss how evaluation methods for didactic instruction effectively:

a. Allow both students and faculty to periodically assess student progress in
relation to stated objectives?
b. Require students to demonstrate higher-order knowledge and
application?
c. Lend themselves to consistent application by faculty?
d. Evaluate student’s responsibility for ethical and professional conduct?

5. Discuss how evaluation methods for laboratory, preclinical and clinical

instruction effectively:
a. Allow both students and faculty to periodically assess student progress in
relation to stated objectives?
b. Reflect the process as well as the end result?
c. Monitor each student’s progress through time?
d. Define performance standards in clear, specific terms?
e. Enable the student to meaningfully evaluate his/her own work?
f. Become more rigorous as the student’s ability increases?
g. Lend themselves to consistent application by faculty?
h. Evaluate student’s responsibility for ethical and professional conduct?

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-6 in the Accreditation Standards for Dental Hygiene
Education Programs.

36
2-7 Course syllabi for dental hygiene courses must be available at the initiation of each
course and include:

1) written course descriptions

2) content and topic outlines
3) specific instructional objectives
4) learning experiences
5) evaluation methods

Intent:
The program should identify the dental hygiene fundamental knowledge and
competencies that will be included in the curriculum based on the program goals,
resources, current dental hygiene practice responsibilities and other influencing factors.
Individual course documentation needs to be periodically reviewed and revised to
accurately reflect instruction being provided as well as new concepts and techniques
taught in the program.

Narrative Response and Documentation:

1. Explain the grading process for each course. How is the final course grade
determined? What factors are included? (e.g., exams, homework, skill
evaluations, projects, participation?) Include the specifics for each category
(number or type, weight, etc.) and explain how points are awarded, a grade is
determined, and then combined to arrive at final course grade.

2. In a separate curriculum document, for each course provided by the dental

hygiene program, include the course documentation/syllabus that is provided to
students. Documentation for each course should be grouped together, in term
sequence, and include the following:

a. course title and number;

b. course description;
c. content and topic outlines;
d. specific instructional objectives;
e. learning experiences;
f. evaluation methods;
g. example of exam, quiz, and/or rubric as appropriate; and
h. all skill evaluations

Note: For courses required by the dental hygiene program to meet accreditation
standards (including pre-requisite courses, or courses presented within other academic
departments), please include example syllabi. The site visit team will review the level
and scope of content and will determine if a faculty interview is necessary.

37
 Please do not include syllabi for courses/content NOT required within the standards
such as Medical Terminology, Billing and Coding, Algebra, etc. The Commission
will not review these courses.

Complete checklist in Example Exhibit 10 to ensure all components are included

(optional).

The curriculum document must include a table of contents with course number and title,
and corresponding continuous page numbers. The document should begin with page 1
and be sequentially and continuously paginated to the end of the document. Present
course documentation in sequence of presentation and include tabbed dividers between
courses with labels within hard copy.

2-8 The curriculum must include content in the following four areas: general
education, biomedical sciences, dental sciences and dental hygiene science. This
content must be integrated and of sufficient depth, scope, sequence of instruction,
quality and emphasis to ensure achievement of the curriculum's defined
competencies.

Intent:
Foundational knowledge should be established early in the dental hygiene program and
of appropriate scope and depth to prepare the student to achieve competence in all
components of dental hygiene practice. Content identified in each subject may not
necessarily constitute a separate course, but the subject areas are included within the
curriculum.

Curriculum content and learning experiences should provide the foundation for
continued formal education and professional growth with a minimal loss of time and
duplication of learning experiences. General education, social science, and biomedical
science courses included in the curriculum should be equivalent to those offered in four-
year colleges and universities.

2-8a General education content must include oral and written communications,
psychology, and sociology.

Intent:
These subjects provide foundational knowledge for components of the curriculum, which
prepare the students to communicate effectively, assume responsibility for individual oral
health counseling, and participate in community health programs.

38
2-8b Biomedical science content must include content in anatomy, physiology, chemistry,
biochemistry, microbiology, immunology, general and maxillofacial pathology
and/or pathophysiology, nutrition and pharmacology.

Intent:
These subjects provide foundational knowledge for dental and dental hygiene sciences.
The subjects are to be of the scope and depth comparable to college transferable liberal
arts course work. The program should ensure that biomedical science instruction serves
as a foundation for student analysis and synthesis of the interrelationships of the body
systems when making decisions regarding oral health services within the context of total
body health.

Biomedical science instruction in dental hygiene education ensures an understanding of

basic biological principles consisting of a core of information on the fundamental
structures, functions and interrelationships of the body systems. The biomedical
knowledge base emphasizes the orofacial complex as an important anatomical area
existing in a complex biological interrelationship with the entire body.

Dental hygienists need to understand abnormal conditions to recognize the parameters

of comprehensive dental hygiene care. The program should ensure that graduates have
the level of understanding that assures that the health status of the patient will not be
compromised by the dental hygiene interventions.

2-8c Dental sciences content must include tooth morphology, head, neck and oral
anatomy, oral embryology and histology, oral pathology, radiography,
periodontology, pain management, and dental materials.

Intent:
These subjects provide the student with knowledge of oral health and disease as a basis
for assuming responsibility for assessing, planning and implementing preventive and
therapeutic services. Teaching methodologies should be utilized to assure that the
student can assume responsibility for the assimilation of knowledge requiring judgment,
decision making skills and critical analysis.

2-8d Dental hygiene science content must include oral health education and preventive
counseling, health promotion, patient management, clinical dental hygiene,
provision of services for and management of patients with special needs, community
dental/oral health, medical and dental emergencies, legal and ethical aspects of
dental hygiene practice, infection and hazard control management, and the
provision of oral health care services to patients with bloodborne infectious diseases.

Intent:
Dental hygiene sciences provide the knowledge base for dental hygiene and prepares the
student to assess, plan, implement and evaluate dental hygiene services as an integral
member of the health team. Content in provision of oral health care services to patients

39
 with bloodborne infectious diseases prepares the student to assess patients’ needs and
plan, implement and evaluate appropriate treatment.

2-9 The basic clinical education aspect of the curriculum must include a formal course
sequence in scientific principles of dental hygiene practice, which extends
throughout the curriculum and is coordinated and integrated with clinical
experience in providing dental hygiene services.

Intent:
Learning experiences and practice time in clinical procedures is necessary to assure
sufficient opportunity to develop competence in all clinical procedures included in the
curriculum. Didactic material on clinical dental hygiene should be presented throughout
the curriculum.

Documentation for Standards 2-8 to 2-9:

1. Outline the sequence of the dental hygiene curriculum as illustrated in Example

Exhibit 8

2. Using the format illustrated in Example Exhibit 12, list the courses which
provide the major instruction in each required content area and specify the
number of clock hours of instruction devoted to instruction in that area.

Again, please note: For courses required by the dental hygiene program to meet
accreditation standards (including pre-requisite courses, or courses presented within other
academic departments), please include example syllabi. The site visit team will review
the level and scope of content and will determine if a faculty interview is necessary.

Please do not include syllabi for courses/content NOT required within the standards such
as Medical Terminology, Billing and Coding, Algebra, etc. The Commission will not
review these courses.

2-10 Clinical experiences must be distributed throughout the curriculum. The number of
hours of preclinical practice and direct patient care must ensure that students attain
clinical competence and develop appropriate judgment.

Intent:
Sufficient practice time and learning experiences should be provided during preclinical
and clinical courses to ensure that students attain clinical competence. The number of
hours devoted to clinical practice time should increase as the students progress toward
the attainment of clinical competence.

The preclinical course should have at least six hours of clinical practice per week. As
the first-year students begin providing dental hygiene services for patients, each student
should be scheduled for at least eight to twelve hours of direct patient care per week. In

40
 the final prelicensure year of the curriculum, each student should be scheduled for at
least twelve to sixteen hours of direct patient care per week in the dental hygiene clinic.

Patient Care Competencies

2-11 The dental hygiene program must have established mechanisms to ensure a
sufficient number of patient experiences that afford all students the opportunity to
achieve stated competencies.

Intent:
A system should be developed and implemented to categorize patients according to
difficulty level and oral health/disease status. This system should be used to monitor
students' patient care experiences to ensure equal opportunities for each enrolled
student. Patient assignments should include maintenance appointments to monitor and
evaluate the outcome of dental hygiene care. A system should be in place to monitor
student patient care experiences at all program sites.

2-12 Graduates must be competent in providing dental hygiene care for all patient
populations including:

1) child
2) adolescent
3) adult
4) geriatric
5) special needs

Intent:
An appropriate patient pool should be available to provide a wide scope of patient
experiences that include patients whose medical, physical, psychological, developmental,
intellectual or social conditions may make it necessary to modify procedures in order to
provide dental hygiene treatment for that individual. Student experiences should be
evaluated for competency and monitored to ensure equal opportunities for each enrolled
student.

Clinical instruction and experiences should include the dental hygiene process of care
compatible with each of these patient populations.

2-13 Graduates must be competent in providing the dental hygiene process of care which
includes:

a) comprehensive collection of patient data to identify the physical and oral health
status;
b) analysis of assessment findings and use of critical thinking in order to address
the patient’s dental hygiene treatment needs;

41
c) establishment of a dental hygiene care plan that reflects the realistic goals and
treatment strategies to facilitate optimal oral health;
d) provision of comprehensive patient-centered treatment and evidence-based care
in a manner minimizing risk and optimizing oral health;
e) measurement of the extent to which goals identified in the dental hygiene care
plan are achieved;
f) complete and accurate recording of all documentation relevant to patient care.

Intent:
The dental hygienist functions as a member of the dental team and plays a significant
role in the delivery of comprehensive patient health care. The dental hygiene process of
care is an integral component of total patient care and preventive strategies. The dental
hygiene process of care is recognized as part of the overall treatment plan developed by
the dentist for complete dental care.

Narrative Response and Documentation for 2-13:

1. List the dental hygiene services students are required to provide clinically in the
program. Using the format in Example Exhibit 13, provide a list of the
preclinical and/or clinical courses that include major instruction in providing
the dental hygiene process of care. If there are no program requirements,
describe minimum performance levels for completing the preclinical and clinical
courses.

2. Describe how, and at what intervals, students’ laboratory, preclinical and

clinical performance/competency is evaluated.

3. What standards of achievement/competence are required for dental hygiene

students to continue in each portion of the curriculum? How and when are these
standards explained to the students?

4. What is the minimum number of acceptable radiographic surveys that each

student is required to expose process and mount during the dental hygiene
program to demonstrate competence? If the program does not have
radiographic requirements, describe how student competence is measured.

5. Describe how faculty instruction and evaluation are provided to students

throughout all radiographic experiences.

6. Provide forms used for collecting and recording patient data during clinical
sessions as an exhibit.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-13 in the Accreditation Standards for Dental Hygiene
Education Programs.

42
2-14 Graduates must be competent in providing dental hygiene care for all types of
classifications of periodontal diseases including patients who exhibit moderate to
severe periodontal disease.

Intent:
The total number and type of patients for whom each student provides dental hygiene
care should be sufficient to ensure competency in all components of dental hygiene
practice. A patient pool should be available to provide patient experiences in all
classifications of periodontal patients, including both maintenance and those newly
diagnosed. These experiences should be monitored to ensure equal opportunity for each
enrolled student.

Narrative Response and Documentation for Standard 2-10, 2-11, 2-12 and 2-14:

1. List all courses that include clinical practice hours.

2. How does the program track the number of hours each student spends in clinical
practice?

3. Describe the mechanisms used to ensure each student achieves clinical

competence and develops appropriate judgment. Provide as an exhibit the
monitoring mechanism used to track student clinical experiences in all patient
care categories.

4. For patient care procedures taught to clinical competence, describe performance

level expectations at the beginning and end of students’ clinical experiences.

5. Briefly describe the patient care category systems used by the program?

6. Summarize the program patient care requirements including average, minimum

and maximum degrees of difficulty for each patient category. If the program
does not have patient category requirements, describe how student competency
is measured.

7. If applicable, identify the course(s) in which enriching clinical experiences are

scheduled (off-campus). Include the specific learning objectives and a
description of the manner in which the experiences are evaluated. Identify the
individuals who participate in supervision and evaluation of dental hygiene
students at enrichment sites.

8. Provide actual clinical rotation schedules for the current classes of dental
hygiene students (for each campus site) as an exhibit, including any clinical
education provided off-campus and enrichment rotations.

43
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 2-10, 2-11, 2-12, and 2-14 in the Accreditation
Standards for Dental Hygiene Education Programs.

2-15 Graduates must be competent in interprofessional communication, collaboration

and interaction with other members of the health care team to support
comprehensive patient care.

Intent:
Students should understand the roles of members of the health-care team and have
interprofessional educational experiences that involve working with other health-care
professional students and practitioners. The ability to communicate verbally and in
written form is basic to the safe and effective provision of oral health services for
diverse populations. Dental Hygienists should recognize the cultural influences
impacting the delivery of health services to individuals and communities (i.e. health
status, health services and health beliefs).

Narrative Response:

1. Describe the ways by which students demonstrate effective interpersonal

communication skills during patient interactions and with other members of the
health care team.

2. How do students demonstrate competence in communication skills?

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-15 in the Accreditation Standards for Dental Hygiene
Education Programs.

2-16 Graduates must demonstrate competence in:

a) assessing the oral health needs of community-based programs
b) planning an oral health program to include health promotion and disease
prevention activities
c) implementing the planned program, and,
d) evaluating the effectiveness of the implemented program.

Intent:
Population based activities will allow students to apply community dental health
principles to prevent disease and promote health.

Narrative Response:

1. Describe the effectiveness of community dental health instruction and learning

experiences prepare students to participate in community-based oral health
programs.

44
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 2-16 in the Accreditation Standards for Dental Hygiene
Education Programs.

2-17 Graduates must be competent in providing appropriate support measures for

medical emergencies that may be encountered in dental hygiene practice.

Intent:
Dental hygienists should be able to provide appropriate support for medical or dental
emergencies as providers of direct patient care.

Narrative Response:

1. Describe how medical emergency training prepares students to provide

appropriate life support measures.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-17 in the Accreditation Standards for Dental Hygiene
Education Programs.

2-18 Where graduates of a CODA accredited dental hygiene program are authorized to
perform additional functions defined by the program’s state-specific dental board
or regulatory agency, required for initial dental hygiene licensure, and the
program has chosen to include those functions in the program curriculum, the
program must include content at the level, depth, and scope required by the state.
Students must be informed of the duties for which they are educated within the
program.

Intent:
To ensure functions allowed by the state dental board or regulatory agency for dental
hygienists are taught and evaluated at the depth and scope required by the state.

Narrative Response and Documentation:

1. Summarize the additional dental hygiene functions allowed in your state that are
included within initial hygiene licensure and do not require additional
certification. Please omit any dental assisting or laboratory functions allowed
within initial dental hygiene licensure.

2. Provide as an exhibit the appropriate pages of the state dental practice act or
regulatory code and corresponding administrative code related to dental
hygiene.

45
 3. Using the format illustrated in Example Exhibit 16, list the additional dental
hygiene functions specified within your state DPA and the courses where content
is presented and levels of competence demonstrated.

4. Using the format illustrated in Example Exhibit 17, indicate the additional
dental hygiene functions are allowed within your state and whether instructional
level, depth and/or scope is specified within the DPA. Do not include any
requirements for post-graduation or optional certifications.

5. Please describe any state-specific situation concerning additional dental hygiene

functions that has not been addressed in the exhibits.

6. Document how students are informed of the duties for which they are educated
within the program.

Ethics and Professionalism

2-19 Graduates must be competent in the application of the principles of ethical

reasoning, ethical decision making and professional responsibility as they pertain to
the academic environment, research, patient care and practice management.

Intent:
Dental hygienists should understand and practice ethical behavior consistent with the
professional code of ethics throughout their educational experiences.

2-20 Graduates must be competent in applying legal and regulatory concepts to the
provision and/or support of oral health care services.

Intent:
Dental hygienists should understand the laws which govern the practice of the dental
profession. Graduates should know how to access licensure requirements, rules and
regulations, and state practice acts for guidance in judgment and action.

Narrative Response and Documentation for Standard 2-19 and 2-20:

1. Discuss opportunities for students to demonstrate competence in applying

knowledge of legal and regulatory concepts.

2. Discuss the effectiveness of ethical concepts presented in allowing students to

examine, define, and analyze ethical problems relevant to dental hygiene.

46
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 2-19 and 2-20 in the Accreditation Standards for Dental
Hygiene Education Programs.

Critical Thinking

2-21 Graduates must be competent in the application of self-assessment skills to prepare

them for life-long learning.

Intent:
Dental hygienists should possess self-assessment skills as a foundation for maintaining
competency and quality assurance.

2-22 Graduates must be competent in the evaluation of current scientific literature.

Intent:
Dental hygienists should be able to evaluate scientific literature as a basis for life-long
learning, evidenced-based practice and as a foundation for adapting to changes in
healthcare.

Narrative Response for Standard 2-21 and 2-22:

1. Describe the experiences in which students study current literature in

preparation for life-long learning. Describe how they are deemed competent.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-21 and 2-22 in the Accreditation Standards for Dental
Hygiene Education Programs.

2-23 Graduates must be competent in problem solving strategies related to

comprehensive patient care and management of patients.

Intent:
Critical thinking and decision making skills are necessary to provide effective and
efficient dental hygiene services. Throughout the curriculum, the educational program
should use teaching and learning methods that support the development of critical
thinking and problem solving skills.

Narrative Response:

1. Describe how students are deemed competent in this area.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-23 in the Accreditation Standards for Dental Hygiene
Education Programs.

47
 Curriculum Management

2-24 The dental hygiene program must have a formal, written curriculum management
plan, which includes:

a) an annual formal curriculum review and evaluation process with input from
faculty, students, administration and other appropriate sources;
b) evaluation of the effectiveness of all courses as they support the program’s goals
and competencies;
c) a defined mechanism for coordinating instruction among dental hygiene
program faculty.

Intent:
To assure the incorporation of emerging information and achievement of appropriate
sequencing, the elimination of unwarranted repetition, and the attainment of student
competence, a formal curriculum review process should be conducted on at least an
annual basis. Periodic workshops and in-service sessions should be held for the
dissemination of curriculum information and modifications.

Narrative Response and Documentation:

1. Please provide a copy of the program’s curriculum management plan (CMP)

and provide a description of how the CMP is utilized for curriculum review and
evaluation.

2. In what ways do full-time and part-time faculty members participate in the

decision-making process in matters relating to the continuous evaluation and
development of the dental hygiene program? Include the frequency and purpose
of program faculty meetings.

3. Describe how students, administrators and others are included in the CMP.

4. Describe how courses are evaluated in relation to goals and competencies.

5. Describe the mechanism(s) utilized for evaluating and revising the dental
hygiene curriculum, including distance site(s), if applicable.

6. Describe the mechanism for coordinating instruction between dental hygiene

faculty members and other faculty who teach dental hygiene students and
describe how information from faculty meetings is disseminated to all dental
hygiene and related faculty, including faculty at distance sites, if applicable.

7. If the program has faculty and students at distance sites, explain how they are
incorporated into the CMP.

48
8. As an exhibit, include examples of minutes of meetings held during the past
academic year where curriculum was reviewed. The meeting minutes should
include names and titles of all present; agenda items covered; outcomes and
assignments based on meeting with timelines.

9. Describe the mechanism(s) to ensure calibration of dental hygiene faculty for

student clinical evaluation.

10. As an exhibit, provide a list of clinical faculty calibration sessions, including the
session dates, faculty in attendance, topics and improvements made to the
student clinical evaluation process.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 2-24 in the Accreditation Standards for Dental Hygiene
Education Programs.

49
 STANDARD 3 - ADMINISTRATION, FACULTY AND STAFF

3-1 The program must be a recognized entity within the institution’s administrative
structure which supports the attainment of program goals.

Intent:
The position of the program in the institution’s administrative structure should permit
direct communication between the program administrator and institutional
administrators who are responsible for decisions that directly affect the program. The
administration of the program should include formal provisions for program planning,
staffing, management, coordination and evaluation.

Narrative Response and Documentation:

1. As an Exhibit, provide the most recent organizational chart for the institution
indicating the position of the dental hygiene program in the administrative
structure.

2. Describe the opportunities for direct communication between the dental hygiene
program director and the institutional administrators who are responsible for
decisions that directly affect the program.

3. Are there opportunities for the dental hygiene program administrator and
faculty to participate in decisions which directly affect the program? Please give
examples.

4. Provide minutes from the two most recent faculty meetings.

5. If an institution-wide committee which has significant impact on the dental

hygiene program does not include a member of the program faculty, explain the
procedure whereby faculty provide consultation when matters directly related to
the dental hygiene program are considered.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-1 in the Accreditation Standards for Dental Hygiene
Education Programs.

50
 Program Administrator

3-2 The dental hygiene program administrator must have a full-time appointment as
defined by the institution, whose primary responsibility is for operation,
supervision, evaluation and revision of the program.

Intent:
To allow sufficient time to fulfill administrative responsibilities, program administrative
hours should represent the majority of hours, and teaching contact hours should be
limited.

Narrative Response and Documentation:

1. Does the institution have specific policy that governs the amount of teaching
responsibility assigned to the program administrator? If so, please state the
policy.

2. Describe how the program administrator’s teaching contact hours and course
responsibilities allow sufficient time to fulfill administrative responsibilities.

3. Compare the program administrator’s teaching contact hours and course

responsibilities with those of full-time instructors who have no administrative
responsibilities.

4. To what extent are institutional policies concerning program administrators

applied consistently to the dental hygiene program?

5. Compare the program administrator’s teaching contact hours and course

responsibilities with administrators of other programs in the institution.

6. If off-campus sites are utilized, identify the distance site coordinator, if different
than the program director, and provide documentation describing the job
responsibilities of the distance site coordinator.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-2 in the Accreditation Standards for Dental Hygiene
Education Programs.

3-3 The program administrator must be a dental hygienist or a dentist who is a

graduate of a program accredited by the Commission on Dental Accreditation and
possesses a masters or higher degree, who has background in education and the
professional experience necessary to understand and fulfill the program goals. A
dentist who was appointed as program administrator prior to July 1, 2022 is exempt
from the graduation requirement.

51
 Intent:
The program administrator’s background should include administrative experience,
instructional experience, and professional experience in clinical practice either as a
dental hygienist or working with a dental hygienist.

Documentation:

1. Using the format illustrated in Example Exhibit 15 (Biosketch), provide

information requested for the program administrator.

3-4 The program administrator must have the authority and responsibility necessary to
fulfill program goals including:

a) curriculum development, evaluation and revision;

b) faculty recruitment, assignments and supervision;
c) input into faculty evaluation;
d) initiation of program or department in-service and faculty development;
e) assessing, planning and operating program facilities;
f) input into budget preparation and fiscal administration;
g) coordination, evaluation and participation in determining admission criteria and
procedures as well as student promotion and retention criteria.

Narrative Response and Documentation:

1. List the administrative duties and authority of the program administrator.

Specify any additional commitments the program administrator has each term,
e.g., teaching, administration of other programs, recruitment, committee
activity. Include the time devoted to each.

2. Is there a formal arrangement for sharing administrative responsibility? If yes,

what is the rationale for this arrangement? Specify the duties and authority of
each individual involved.

3. To what extent does the program administrator participate in budget

preparation and revision and fiscal administration?

4. If distance education sites are utilized, identify the distance site coordinator, if
different than the program director, and indicate the involvement of the distance
site coordinator in any/all areas defined in Standard 3-4.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-4 in the Accreditation Standards for Dental Hygiene
Education Programs.

52
 Faculty

3-5 The faculty to student ratios must be sufficient to ensure the development of
competence and ensure the health and safety of the public.

1. In preclinical and clinical sessions, the ratio must not exceed one (1) faculty to
five (5) students.
2. In radiography laboratory sessions, the ratio must not exceed one (1) faculty to
five (5) students.
3. In other dental sciences laboratory sessions, the ratio must not exceed one (1)
faculty to 10 students.

Intent:
The adequacy of numbers of faculty should be determined by faculty to student ratios
during laboratory, radiography and clinical practice sessions rather than by the number
of full-time equivalent positions for the program. The faculty to student ratios in clinical
and radiographic practice should allow for individualized instruction and evaluation of
the process as well as the end results. Faculty are responsible for both ensuring that the
clinical and radiographic services delivered by students meet current standards for
dental hygiene care and for the instruction and evaluation of students during their
performance of those services.

Narrative Response and Documentation:

1. Specify the number of full-time equivalent positions allocated to the dental

hygiene program. Are any faculty positions presently vacant? If so, please
explain.

2. As an exhibit, list full- and part-time faculty and their assigned courses.

3. What percentage of full-time equivalent positions assigned to the program are

filled by part-time faculty? What is the rationale for hiring part-time faculty?

4. Using the format illustrated in Example Exhibit 14, provide information

requested for each dental hygiene faculty member for each term of the academic
year. Submitted information must be for all part- and full-time faculty
members. (Note: If two or more classes are enrolled concurrently, each table
should reflect the faculty member’s total time commitment per term).

5. Indicate those individuals who have additional teaching and/or administrative

responsibilities within the institution and describe the extent of these
responsibilities.

53
 6. State the institution’s policy on teaching load and how it is calculated, e.g.,
number of credit hours taught, number of contact hours, type and level of
instruction, number of different preparations and the number of students.

7. If the teaching policy for the dental hygiene program is different from the
institution’s general policy, please explain.

8. Describe the institution’s policy for release time for activities such as
administrative duties, advising and counseling students, supervision of
extramural clinical experiences and committee assignments.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-5 in the Accreditation Standards for Dental Hygiene
Education Programs.

3-6 Full-time and part-time faculty of a dental hygiene program must possess a
baccalaureate or higher degree. All part-time clinical and dental science laboratory
faculty appointed prior to July 1, 2022 are exempt from the degree requirement.

All dental hygiene program faculty members must have:

a) current knowledge of the specific subjects they are teaching.
b) documented background in current educational methodology concepts
consistent with teaching assignments.
c) faculty who are dental hygienists or dentists must be graduates of programs
accredited by the Commission on Dental Accreditation. A dentist who was
appointed as a faculty prior to July 1, 2022 is exempt from the graduation
requirement.
d) evidence of faculty calibration for clinical evaluation.

Intent:
Faculty should have background in current education theory and practice, concepts
relative to the specific subjects they are teaching, clinical practice experience and, if
applicable, distance education techniques and delivery. These criteria apply to dentists
and dental hygienists who supervise students’ clinical procedures should have
qualifications which comply with the state dental or dental hygiene practice act.
Individuals who teach and supervise dental hygiene students in clinical enrichment
experiences should have qualifications comparable to faculty who teach in the dental
hygiene clinic and are familiar with the program’s objectives, content, instructional
methods and evaluation procedures.

Narrative Response and Documentation:

1. Using the format illustrated in Example Exhibit 15 (Biosketch), provide

information requested for all full- and part-time dental hygiene faculty
members, supervising dentists, and adjuncts (excluding guest lecturers) for the
current academic year including any summer sessions.

54
 2. Describe the program’s faculty orientation and calibration activities

3. As an exhibit, provide a description of the role of the dentist during clinical

sessions.

For on-site review at the time of the site visit only, please provide a binder with
documentation of all current faculty qualifications to include as applicable: current
teaching assignments, credentials, licenses, certificates of completion, evidence of
current enrollment, and CPR card.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-6 in the Accreditation Standards for Dental Hygiene
Education Programs.

3-7 Opportunities must be provided for the program administrator and full-time
faculty to continue their professional development.

Intent:
To assure competency in the discipline and educational theory, opportunities to attend
professional development activities should be provided regularly for the program
administrator and full-time faculty. Workshops should be offered to new faculty to
provide an orientation to program policies, goals, objectives and student evaluation.
This can be demonstrated through activities such as professional association
involvement, research, publishing and clinical/practice experience.

Narrative Response and Documentation:

1. Does the institution offer a planned faculty development program? If so,

describe the program including the procedures faculty must follow to
participate. Is the plan financially supported by the institution?

2. In what ways are members of the faculty encouraged to attend meetings of

professional organizations?

3. Describe the in-service programs that have been presented to full- and part-time
dental hygiene faculty during the past two years. Include a list of faculty who
participated. If faculty members are located at distance sites, explain how
faculty members are provided the same opportunities as faculty at the primary
program location.

4. Describe the availability of continuing education courses for faculty in the

community.

55
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 3-8 in the Accreditation Standards for Dental Hygiene
Education Programs.

3-8 A defined faculty evaluation process must exist that ensures objective measurement
of the performance of each faculty member.

Intent:
An objective evaluation system including student, administration and peer evaluation can
identify strengths and weaknesses for each faculty member (to include those at distance
sites) including the program administrator. The results of evaluations should be
communicated to faculty members on a regular basis to ensure continued improvement.

Narrative Response:

1. Describe the criteria used in evaluating full- and part-time faculty, including
faculty at distance sites. Who determines the criteria and what input do faculty
members have in the process?

2. How often and by whom are faculty evaluated and how are the evaluative data
used? Does the evaluation include clinical as well as didactic criteria?

3. If the criteria used to evaluate the program administrator is different from that
used to evaluate faculty members, please explain.

4. How often and by whom is the program administrator evaluated, and how are
the evaluative data used?

5. How are results of faculty members’ evaluations communicated to the individual

being evaluated?

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-9 in the Accreditation Standards for Dental Hygiene
Education Programs.

3-9 Opportunities for promotion, tenure, and development must be the same for dental
hygiene faculty as for other institutional faculty.

Intent:
The dental hygiene program faculty should be granted privileges and responsibilities as
afforded all other institutional faculty.

Narrative Response:

1. Describe the opportunities for promotion, tenure and development for dental
hygiene faculty. Are the opportunities different for other institutional faculty?

56
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 3-10 in the Accreditation Standards for Dental Hygiene
Education Programs.

Support Staff

3-10 Qualified institutional support personnel must be assigned to the program to

support both the instructional program and the clinical facilities providing a safe
environment for the provision of instruction and patient care.

Intent:
Maintenance and custodial staff should be sufficient to meet the unique needs of the
academic and clinical program facilities. Faculty should have access to instructional
specialists, such as those in the areas of curriculum, testing, counseling, computer usage,
instructional resources and educational psychology. Secretarial and clerical staff should
be assigned to assist the administrator and faculty in preparing course materials,
correspondence, maintaining student records, and providing supportive services for
student recruitment and admissions activities. Support staff should be assigned to assist
with the operation of the clinic facility including the management of appointments,
records, billing, insurance, inventory, hazardous waste, and infection control.

Narrative Response and Documentation:

1. Specify the secretarial and clerical support services provided for the dental
hygiene program. How many full-time positions are designated solely for the
program?

2. Describe any support provided by a centralized clerical/duplicating service? If

centralized service is available, describe procedures necessary for faculty to
utilize the service?

3. List the support services provided by the institution to the dental hygiene
program, e.g., custodial, maintenance, instructional, audiovisual.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-11 in the Accreditation Standards for Dental Hygiene
Education Programs.

3-11 Student assignments to clerical and dental assisting responsibilities during clinic
sessions must be minimal and must not be used to compensate for limitations of the
clinical capacity or to replace clerical or clinical staff.

Intent:

57
Secretarial and clerical staff should be assigned to assist the administrator and faculty in
preparing course materials, correspondence, maintaining student records, and providing
supportive services for student recruitment and admissions activities. Support staff
should be assigned to assist with the operation of the clinic facility including the
management of appointments, records, billing, insurance, inventory, hazardous waste,
and infection control.

Narrative Response and Documentation:

1. Describe clerical and dental assisting responsibilities that students assume

during clinical sessions, to include distance sites.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 3-12 in the Accreditation Standards for Dental Hygiene
Education Programs.

58
 STANDARD 4 - EDUCATIONAL SUPPORT SERVICES

Facilities

4-1 The program must provide sufficient and appropriately maintained facilities to
support the academic and clinical purposes of the program that conform to
applicable local, state and federal regulations.

Clinical Facilities

The dental hygiene facilities must include the following:

a) sufficient clinical facility with clinical stations for students including

conveniently located areas for hand hygiene; equipment allowing display of
radiographic images during dental hygiene treatment; a working space for the
patient's record adjacent to units; functional equipment; an area that
accommodates a full range of operator movement and opportunity for proper
instructor supervision;
b) a number of clinical stations based on the number of students admitted to a class
(If the number of stations is less than the number of students in the class, one
clinical station is available for every student scheduled for each clinical session.);
c) a capacity of the clinic that accommodates individual student practice on a
regularly scheduled basis throughout all phases of preclinical technique and
clinical instruction;
d) a sterilizing area that includes space for preparing, sterilizing and storing
instruments;
e) sterilizing equipment and personal protective equipment/supplies that follow
current infection and hazard control protocol;
f) facilities and materials for students, faculty and staff that provide compliance
with accepted infection and hazard control protocols;
g) space and furnishings for patient reception and waiting provided adjacent to the
clinic;
h) patient records kept in an area assuring safety and confidentiality.

Intent:
The facilities should permit the attainment of program goals and objectives. To ensure
health and safety for patients, students, faculty and staff, the physical facilities and
equipment should effectively accommodate the clinic and/or laboratory schedule. This
Standard applies to all sites where students receive clinical instruction.

Narrative Response and Documentation:

1. In what year was the program facility constructed and/or last remodeled? What
provisions exist to accommodate disabled persons?

59
 2. What procedures have been established for assessing program facilities and
equipment in relation to current concepts of dental and dental hygiene practice?
Who is responsible for the assessment and how often does it take place? What is
the program’s long-range plan for maintaining, replacing and adding
equipment?

3. How many complete, functional treatment areas are there in the clinic used for
preclinical and clinical instruction in patient care? (An exhibit should detail the
size and shape of the facilities.)

4. List the type and quantity of major equipment provided in each treatment area
in the dental hygiene clinic.

5. As an exhibit, identify the type and quantity of instruments and small equipment
available to each student. Indicate which items are purchased by students.

6. Identify the type, quantity and capacity of equipment utilized to sterilize and
disinfect instruments, small equipment and supplies.

7. If the clinic is shared with other program(s), how many hours per week is it used
by the each program? How many treatment areas are used each session? What
procedures have been established for scheduling utilization of the clinic?

8. Describe how students at each program location(s) receive equivalent clinical

experience. Explain the difference between clinic operation at the parent
program and the off-campus site(s).

Radiography Facilities

4-2 Radiography facilities must be sufficient for student practice and the development
of clinical competence.

The radiography facilities must contain the following:

a) an appropriate number of radiography exposure rooms which include:

equipment for acquiring radiographic images; teaching manikin(s); and
conveniently located areas for hand hygiene;
b) equipment for processing radiographic images;
c) equipment allowing display of radiographic images;
d) documentation of compliance with applicable local, state and federal regulations.

Regardless of the number of machines provided, it must be demonstrated that time

is available for all students to obtain required experience with faculty supervision
and that acceptable faculty teaching loads are maintained.

60
 Intent:
The radiography facilities should allow the attainment of program goals and objectives.
Radiography facilities and equipment should effectively accommodate the clinic and/or
laboratory schedules, the number of students, faculty and staff, and comply with
applicable regulations to ensure effective instruction in a safe environment. This
Standard applies to all sites where students receive clinical instruction.

Narrative Response and Documentation:

1. How many radiography units are there for taking intraoral radiographic
surveys? Of this number, how many are separate from the general treatment
area(s)? How many are accessible to students in clinic? (An exhibit should detail
the size and shape of the facilities including the radiographic and laboratory
facilities.) If applicable, provide the same information for distance education
sites.

2. With respect to equipment used for radiography instruction and practice:

a. Identify the type(s) and date of manufacture of the radiography units.
b. Describe the extension tubes available for each radiography unit.
c. Identify the method utilized to determine whether the units are adequately
filtered and collimated.
d. Identify the type(s) and quantity of manikins provided.
e. Identify the type(s) and quantity of mechanical devices utilized as aids in
making acceptable radiographs.
f. Specify the type(s) and quantity of devices which provide protection from
ionizing radiation.
g. Identify the type(s) and quantity of devices utilized to monitor the emission
of ionizing radiation.

3. What specific features in the design of, and equipment in, the exposure rooms
provide protection from ionizing radiation.

4. Identify the type(s) and quantity of processing equipment provided.

5. What area is designated for mounting and viewing radiographs? How many
students can be accommodated simultaneously? How many view boxes are
provided for use during patient treatment and where are they located?

Laboratory Facilities

4-3 A multipurpose laboratory facility must be provided for effective instruction and
allow for required laboratory activities. If the laboratory capacity requires that two

61
 or more sections be scheduled, time for all students to obtain required laboratory
experience must be provided.

Laboratory facilities must conform to applicable local, state and federal regulations
and contain the following:

a) placement and location of equipment that is conducive to efficient and safe

utilization with ventilation and lighting appropriate to the procedures;
b) student work areas that are designed and equipped for students to work with
necessary utilities and storage space;
c) documentation of compliance with applicable local, state and federal regulations.

Intent:
The laboratory facilities should include student work areas with equipment and space for
individual student performance of laboratory procedures with instructor supervision.
This Standard applies to all sites where students receive laboratory instruction.

Narrative Response:

1. How many student work areas are there in the laboratory(s) used for instruction
in dental science courses such as dental materials?

2. List the type(s) and quantity of equipment provided for each work area.

3. List the type(s), number and location of general use equipment and instruments
such as lathes, model trimmers and vibrators.

Extended Campus Facilities

4-4 When the institution uses an additional facility for clinical education that includes
program requirements then the following conditions must be met in addition to all
existing Standards:

a) a formal contract between the educational institution and the facility;

b) a contingency plan developed by the institution should the contract be
terminated;
c) a location and time available for use of the facility compatible with the
instructional needs of the dental hygiene program;
d) the dental hygiene program administrator retains authority and responsibility
for instruction and scheduling of student assignments;
e) clinical instruction is provided and evaluated by calibrated dental hygiene
program faculty;
f) all dental hygiene students receive comparable instruction in the facility;
g) the policies and procedures of the facility are compatible with the goals of the
educational program.

62
 Intent:
The purpose of extended campus agreements is to ensure that sites that are used to
provide clinical education will offer an appropriate educational experience. This
standard does not apply to program sites used for enrichment experiences.

Narrative Response and Documentation:

Note: this standard applies to off-campus sites as defined in the EOPP.

1. If the program depends on an off-campus site (as defined in the EOPP) for the
provision of basic preclinical and/or clinical education:
a. Identify the facilities and their distance from the programs;
b. State the extent to which the program is dependent upon the off-campus
site to meet program requirements and/or accreditation standards.
c. Provide a signed copy of the formal agreements between the educational
institution and the facilities.
d. Describe the procedures and process for student supervision, instruction
and evaluation.

2. As an Exhibit, provide a signed copy of the formal agreement between the

educational institution and the agency or institution providing the facility.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 4-4 in the Accreditation Standards for Dental Hygiene
Education Programs.

Classroom Space

4-5 Classroom space which is designed and equipped for effective instruction must be
provided for and readily accessible to the program.

Intent:
The classroom facilities should include an appropriate number of student work areas
with equipment and space for individual student performance in a safe environment.

Narrative Response:

1. Are classrooms assigned exclusively to the dental hygiene program? If not, what
arrangements have been made to ensure the availability of a classroom for the
programs?
2. Indicate the capacity of the classroom(s) utilized by the programs. Describe the
equipment available in each classroom to support instruction.

Office Space

63
4-6 Office space which allows for privacy must be provided for the program
administrator and all faculty to enable the fulfillment of faculty assignments and
ensure privacy for confidential matters. Student and program records must be
stored to ensure confidentiality and safety.

Intent:
Office space for full- and part-time faculty should be allocated to allow for class
preparation, student counseling and supportive academic activities. Faculty that share
offices should have access to available privacy space for confidential matters.

Narrative Response:

1. Specify the number, capacity and location of faculty and staff offices.

2. Describe the space available for securing student and program records.

3. Describe the manner in which records of student work in the program are
maintained.

4. Describe the way in which confidentiality of and access to student records are
ensured.

Learning Resources

4-7 Instructional aids and equipment must be provided for student learning.
Institutional library holdings must include or provide access to a diversified
collection of current dental, dental hygiene and multidisciplinary literature and
references necessary to support teaching, student learning needs, service, research
and development. There must be a mechanism for program faculty to periodically
review, acquire and select current titles and instructional aids.

Intent:
The acquisition of knowledge, skill and values for dental hygiene students requires the
use of current instructional methods and materials to support learning needs and
development. All students, including those receiving education at distance sites, will be
assured access to learning resources.

Narrative Response and Documentation:

1. Where is the major collection of books and periodicals related to dental hygiene
retained? If the major collection is housed in the central library or database, is a
separate collection of books and periodicals related to dental hygiene retained in
the program’s facilities?

2. Specify the hours that the library is available to students and faculty.

64
 3. Do students and faculty have access to additional libraries and on-line/electronic
sources? If so, describe the mechanism or agreement.

4. List the specialized reference texts available for the dental hygiene program’s
utilization, e.g., medical and dental dictionaries and indices.

5. As an exhibit, provide a list of periodicals/periodical databases related to dental

hygiene and general and specialty dentistry that are available for student and
faculty reference. Group the listing into categories, i.e., dentistry, dental hygiene
and other related subject areas.

6. Describe the procedure for updating and expanding library holdings. Identify
the individuals involved by name and title.

7. Briefly describe the instructional aids used in the program, i.e., skeletal and
anatomical models and replicas, slides and videos which depict current
techniques.

8. Discuss how and to what extent self-instructional materials are utilized in the
dental hygiene program.

9. Describe the accessibility of instructional resources to dental hygiene students,

including the hours of availability.

10. Describe the computer lab facility, if applicable.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 4-7 in the Accreditation Standards for Dental Hygiene
Education Programs.

Student Services

4-8 There must be specific written due process policies and procedures for adjudication
of academic and disciplinary complaints that parallel those established by the
sponsoring institution.

Intent:
All policies and procedures should protect the students as consumers and provide
avenues for appeal and due process. Policies should ensure that student records
accurately reflect work accomplished and are maintained in a secure manner.

65
Narrative Response

1. Provide information concerning the institution’s ethical standards and policies

which protect students as consumers. What avenues for appeal and due process
have been established?

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 4-8 in the Accreditation Standards for Dental Hygiene
Education Programs.

66
 STANDARD 5 - HEALTH AND SAFETY PROVISIONS

Infectious Disease/Radiation Management

5-1 The program must document its compliance with institutional policy and applicable
regulations of local, state, and federal agencies regarding infectious diseases and
radiation management.

A. Policies must include, but not be limited to:

1. Radiation hygiene and protection,
2. Use of ionizing radiation,
3. Hazardous materials, and
4. Bloodborne and infectious diseases.
B. Policies must be provided to all students, faculty, and appropriate support staff,
and continuously monitored for compliance.
C. Policies on bloodborne and infectious diseases must be made available to
applicants for admission and patients.

Intent:
The dental hygiene program should establish and enforce a mechanism to ensure
sufficient preclinical/clinical/laboratory asepsis, infection and biohazard control and
disposal of hazardous waste.

Policies and procedures on the use of ionizing radiation should include criteria for
patient selection, frequency of exposing and retaking radiographs on patients, consistent
with current, accepted dental practice. All radiographic exposure should be integrated
with clinical patient care procedures.

Policies and procedures should be in place to provide for a safe environment for
students, patients, faculty and staff. The confidentiality of information pertaining to the
health status of each individual should be strictly maintained.

This Standard applies to all program sites where laboratory and clinical education is
provided.

Narrative Response and Documentation:

1. As an Exhibit, provide policies and procedures related to radiation hygiene and

protection and ionizing radiation.

2. As an Exhibit, provide policies and procedures related to infection and

hazardous control.

3. As an Exhibit, provide policies and procedures related to bloodborne and

infectious disease(s).

67
 4. How does the program monitor policies on radiation hygiene and protection,
ionizing radiation, hazardous materials, and bloodborne and infectious diseases
for continuous compliance?

5. How are these policies on radiation hygiene and protection, ionizing radiation,
hazardous materials, and bloodborne and infectious diseases provided to
students, faculty and appropriate staff?

6. Describe the program’s policies on:

a._Selection criteria for radiographic patients;
b._Frequency of exposing radiographs on patients;
c._Retaking radiographs; and
d._Exposing radiographs for diagnostic purposes.

7. Describe how students acquire an understanding of radiation safety prior to

exposing radiographs on patients.

8. Describe how patient radiographs are used:

a._While patient services are being provided
b._For integration of radiography with clinical procedures.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 5-1 in the Accreditation Standards for Dental Hygiene
Education Programs.

5-2 Students, faculty and appropriate support staff must be encouraged to be

immunized against and/or tested for infectious diseases, such as mumps, measles,
rubella, tuberculosis, varicella and hepatitis B prior to contact with patients and/or
infectious objects or materials in an effort to minimize the risk to patients and
dental personnel.

Intent:
All individuals who provide patient care or have contact with patients should follow all
standards of risk management thus ensuring a safe and healthy environment.

Narrative Response:
Note: Do not include Patient Protected Health Information (including any student,
faculty, or support staff). Please refer to the EOPP for additional clarification and
penalty fee information.

1. Explain how students are encouraged to be immunized against and/or tested for
infectious disease(s)?

68
 For additional guidance you may refer to “Examples of evidence to demonstrate
compliance” following Standard 5-2 in the Accreditation Standards for Dental Hygiene
Education Programs.

Emergency Management and Life Support Certification

5-3 The program must establish, enforce, and instruct students in preclinical/
clinical/laboratory protocols and mechanisms to ensure the management of common
medical emergencies in the dental setting. These program protocols must be
provided to all students, faculty and appropriate staff.

Faculty, staff and students must be prepared to assist with the management of
emergencies. All students, clinical faculty and clinical support staff must be
continuously recognized/certified in basic life support procedures, including
healthcare provider cardiopulmonary resuscitation with an Automated External
Defibrillator (AED).

Intent:
All individuals involved with patient care or have contact with patients should be trained
in the recognition and management of medical emergencies and basic life support
procedures.

Narrative Response and Documentation:

1. As an exhibit, provide preclinical/clinical/laboratory protocols that have been

developed related to the management of emergencies.

2. How and when are these protocols provided to all students, faculty and
appropriate staff?

3. Describe how the program ensures faculty, staff and students are prepared to
assist with the management of emergencies.

4. Identify and describe the location of the emergency materials and equipment
available for use in the dental hygiene clinic.

5. Describe how the emergency equipment is monitored to assure it is functional.

6. Describe the program’s policy regarding basic life support recognition

(certification) for students, faculty and support staff who are involved in the
direct provision of patient care. Provide a copy of the policy as an exhibit.

7. How does the program ensure that continuous recognition/certification in CPR

with AED for all students, faculty and support staff is maintained

69
8. Are exceptions to this policy made for persons who are medically or physically
unable to perform such services? If so, how are these records maintained by the
program?

Note: Please include copies of all student, faculty and staff CPR cards in binder
referenced in the Self-Study Guide under Standard 3-6.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 5-3 in the Accreditation Standards for Dental Hygiene
Education Programs.

70
 STANDARD 6 - PATIENT CARE SERVICES

6-1 The program must have policies and mechanisms in place that inform patients,
verbally and in writing, about their comprehensive treatment needs. Patients
accepted for dental hygiene care must be advised of the scope of dental hygiene care
available at the dental hygiene facilities.

Intent:
All dental hygiene patients should receive appropriate care that assures their right as a
patient is protected. Patients should be advised of their treatment needs and the scope of
care provided by the program. This Standard applies to all program sites where clinical
education is provided.

Narrative Response and Documentation:

1. Describe procedures used to accept patients for treatment in the program’s

clinic.

2. Describe the scope of dental hygiene care available at the program’s facility. As
an exhibit, include the current clinical services form(s).

3. Explain the mechanism by which patients are advised of their treatment needs
and referred for procedures that cannot be provided by the program.

4. Describe how the dental hygiene treatment plans are presented and approved by
faculty.

5. Explain the program’s recall policies and procedures.

6. As an exhibit, include a blank initial patient screening form.

7. As an exhibit, include a blank client consent form, physician’s consultation form

and dental referral form.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 6-1 in the Accreditation Standards for Dental Hygiene
Education Programs.

6-2 The program must have a formal written patient care quality assurance plan that
allows for a continuous systematic review of patient care standards. The quality
assurance plan must be applied at least annually and include:

a) standards of care that are patient-centered, focused on comprehensive care, and

written in a format that facilitates assessment with measurable criteria;

71
 b) an ongoing audit of a representative sample of patient records to assess the
appropriateness, necessity and quality of the care provided;
c) mechanisms to determine the cause of treatment deficiencies;
d) patient review policies, procedure, outcomes and corrective measures.

Intent:
The program should have a system in place for continuous review of established
standards of patient care. Findings should be used to modify outcomes and assessed in
an on-going manner. This Standard applies to all program sites where clinical education
is provided.

Narrative Response and Documentation:

1. Describe the program’s formal written patient care quality assurance plan.

2. Describe the process to review a representative sample of patient records.

3. As an exhibit, include the patient record audit form.

4. Describe how patient treatment deficiencies are identified and corrected.

5. Identify the policies and procedures used to track completed patients and ensure
active patients are completed.

6. Identify any changes made to clinic policies and/or procedures based on quality
assurance program outcomes. As an exhibit, include the quality assurance
reports.

7. Discuss how the program assesses patients’ perceptions of quality of care.

Describe the mechanisms to handle patient complaints. As an exhibit, include
the patient satisfaction survey instruments and data results.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 6-2 in the Accreditation Standards for Dental Hygiene
Education Programs.

6-3 The use of quantitative criteria for student advancement and graduation must not
compromise the delivery of comprehensive dental hygiene patient care.

Intent:
The need for students to satisfactorily complete specific clinical requirements prior to
advancement and graduation should not adversely affect the health and care of patients.

Narrative Response and Documentation:

1. Describe policies and procedures relative to patient assignment strategies.

72
 2. Discuss all efforts made to ensure students can complete clinical patient
requirements.

For additional guidance you may refer to “Examples of evidence to demonstrate

compliance” following Standard 6-3 in the Accreditation Standards for Dental Hygiene
Education Programs.

6-4 The program must develop and distribute a written statement of patients’ rights to
all patients, appropriate students, faculty, and staff.

Intent:
The primacy of care for the patient should be well-established in the management of the
program and clinical facility assuring that the rights of the patient are protected. A
written statement of patient rights should include:

a) considerate, respectful and confidential treatment;

b) continuity and completion of treatment;
c) access to complete and current information about his/her condition;
d) advance knowledge of the cost of treatment;
e) informed consent;
f) explanation of recommended treatment, treatment alternatives, the option to refuse
treatment, the risk of no treatment, and expected outcomes of various treatments;
g) treatment that meets the standard of care in the profession.

Narrative Response and Documentation:

1. As an exhibit, provide a copy of the written statement of patients’ rights.

Describe how the statement is distributed to students, faculty, staff and patients.

6-5 The program’s policies must ensure that the confidentiality of information
pertaining to the health status of each individual patient is strictly maintained.

Intent:
The program should have a system in place to ensure patient confidentiality. All
individuals who have access to patient information will ensure patient confidentiality.

Narrative Response:

1. Describe how patient confidentiality is maintained.

73
 Conclusions and Summary of the Self-Study Report
Note: This summary culminates the self-study report in a qualitative appraisal and analysis of
the program’s strengths and weaknesses.

STANDARD 1 - INSTITUTIONAL EFFECTIVENESS

1. Provide an evaluation of the assessment process. Discuss the effectiveness of the program
relative to student achievement.

2. Assess the stability of the program’s fiscal support as anticipated over the next several
years.

3. Assess how financial support affects achievement of program goals.

4. Evaluate the overall effectiveness of the professional community liaison of its interactions
with the dental hygiene program in providing information on dental and dental hygiene
practice and employment needs, and helping the program meet its objectives.

STANDARD 2 - EDUCATIONAL PROGRAM

1. Evaluate the admissions criteria relative to student achievement and program completion
rates.

2. Assess the effectiveness of policies and methods used for the award of advanced standing
credit. Do they effectively result in equivalent student competence?

3. Describe any concerns related to enrollment trends.

4. Evaluate the extent to which the program goals and objectives provide for the ongoing
inclusion of scientific advancement and innovations in dental hygiene practice and health
care systems.

5. Explain the rationale for the overall curriculum structure and sequence.

6. Appraise students’ ability to evaluate the outcome of dental hygiene care through
experience with maintenance or continuing care appointments for clinic patients.

STANDARD 3 - ADMINISTRATION, FACULTY AND STAFF

1. To what extent does the program administrator have authority commensurate with his/her
responsibilities to support the goals and objectives of the dental hygiene program?

74
2. Summarize and provide examples of the program director’s authority to make decisions
regarding continuous coordination, evaluation and development of the dental hygiene
program.

3. Evaluate the adequacy of the number of program faculty, and scheduling flexibility to
achieve program goals.

4. Assess the extent to which provisions for faculty appointments ensure that faculty will have
non-teaching time to evaluate the program and institute changes on a continuing basis.

5. To what extent do laboratory, preclinical and clinical faculty/student ratios enable the
program to achieve its objectives?

6. To what degree do faculty workloads allow for effective supervision of exceptional and/or
slow students?

7. Assess the effectiveness of the current arrangements for the dentist(s) who provide(s)
supervisory, diagnostic, consultative and referral services for the dental hygiene clinic.

8. Assess the effectiveness of the faculty evaluation system.

9. Explain the extent to which the institution/program support the endeavors of faculty to
meet and maintain qualifications listed within the standards.

10. Evaluate the adequacy of support services available to the program.

STANDARD 4 - EDUCATIONAL SUPPORT SERVICES

1. Assess the advantages and disadvantages of the capacity, design, and scheduling of clinical,
laboratory and classroom facilities and equipment.

2. Evaluate the adequacy of the facilities and scheduling flexibility to achieve program goals
and objectives.

3. Assess the advantages and disadvantages of the capacity, design and scheduling of the
clinical facility and equipment in relation to the attainment of program goals and provision
of adequate clinical practice experiences for all dental hygiene students.

4. Evaluate the comprehensiveness, diversity, currency and quality of the texts and periodicals
pertaining to dentistry and dental hygiene that are available for use.

5. Assess the budget available to purchase instructional aids and equipment.

6. Summarize and evaluate the effectiveness of all program support services.

75
 STANDARD 5 - HEALTH AND SAFETY PROVISIONS

1. Assess the effectiveness of the institution’s policies and procedures in ensuring a safe
environment for patients, students, faculty and staff: a) infectious diseases; b) ionizing
radiation; and, c) sterilizing and disinfecting equipment and procedures in relation to
practicing current infection and hazard control.

2. Evaluate the adequacy of the emergency equipment and materials in relation to

instruction in managing dental emergencies. Assess the effectiveness of the program’s
policies and resources relative to emergencies.

STANDARD 6 - PATIENT CARE SERVICES

1. Evaluate the extent to which the program provides quality dental hygiene care.

2. Assess the program’s effectiveness in ensuring the continuous basic life support
recognition of all students, faculty and staff who are involved in the direct provision of
patient care.

76
 Examples of Selected Exhibits

All Exhibits included in the completed Self-Study Report should be numbered sequentially.
Exhibit numbers in the completed document will not correspond to the example exhibit numbers
provided in this Self-Study Guide.

Standard 1 – Institutional Effectiveness

Example Exhibit 1
Example Exhibit 2
Example Exhibit 3
Example Exhibit 4
Example Exhibit 5

Standard 2 – Educational Program

Example Exhibit 6
Example Exhibit 7
Example Exhibit 8
Example Exhibit 9
Example Exhibit 10
Example Exhibit 11
Example Exhibit 12
Example Exhibit 13
Example Exhibit 16
Example Exhibit 17

Standard 3 – Administration, Faculty and Staff

Example Exhibit 14
Example Exhibit 15

77
 Example Exhibit 1
Using the following format or another format that describes similar information, list the program’s specific goals and objectives and outline
the outcomes assessment process that the program utilizes.

Objective Action Monitoring Evaluating When Who Who Results Resulting Program
Step Mechanism Mechanism Evaluated Collects Assesses Action Improvement
s Data Data as a result of
data analysis
Goal
#1

Goal
#2

Goal
#3

Goal
#4

78
 EXAMPLE EXHIBIT 2
Using the following format, identify the sources of fiscal support for the program and the percentage of the
program’s total budget that each source constitutes:

Current fiscal year: __________

A. State support $_______________ _______________%

B. Local support $_______________ _______________%

C. Grant

federal $_______________ _______________%

state $_______________ _______________%

local $_______________ _______________%

private $_______________ _______________%

D. Student tuition $_______________ _______________%

E. Outside Entities $_______________ _______________%

__________________________
(specify)
F. Other $_______________ _______________%
__________________________
(specify)

TOTAL $_______________ ____________100%

79
 EXAMPLE EXHIBIT 3
Using the following form, provide information on the dental hygiene program’s budget for the previous, current
and ensuing fiscal years.
Previous Year Current Year Ensuing Year
20__ to 20__ 20__ to 20__ 20__ to 20__
I. Capital Expenditures
A. Construction $___________ $___________ $___________
B. Equipment
1. Clinic (dental unit, chair, etc.) ___________ ___________ ___________
2. Radiography (including darkroom) ___________ ___________ ___________
3. Laboratory ___________ ___________ ___________
4. Locker Room ___________ ___________ ___________
5. Reception Room ___________ ___________ ___________
6. Faculty & Staff offices ___________ ___________ ___________
7. Instructional equipment ___________ ___________ ___________
8. Other (specify) __________________ ___________ ___________ ___________
_______________________________ ___________ ___________ ___________
TOTAL $___________ $___________ $___________
II. Non-capital expenditures
A. Instructional materials, e.g., slides, films $___________ $___________ $___________
B. Clinic supplies ___________ ___________ ___________
C. Laboratory supplies ___________ ___________ ___________
D. Office supplies ___________ ___________ ___________
E. Program library collection
1. Institutional ___________ ___________ ___________
2. Departmental ___________ ___________ ___________
F. Equipment maintenance and replacement ___________ ___________ ___________
G. Other (specify) ___________ ___________ ___________
______________________ ___________ ___________ ___________
__________________________________ $___________ $___________ $___________
TOTAL
III. Faculty
A. Salaries $___________ $___________ $___________
B. Benefits ___________ ___________ ___________
C. Professional Development ___________ ___________ ___________
D. Travel for Student Supervision ___________ ___________ ___________
E. Other (specify) ___________ ___________ ___________
______________________ ___________ ___________ ___________
__________________________________ $___________ $___________ $___________
TOTAL
IV. Staff
A. Secretarial Support $___________ $___________ $___________
B. Other (specify) ___________ ___________ ___________
______________________ ___________ ___________ ___________
_____________________________________ $___________ $___________ $___________
TOTAL
V. Other Categories, if any $___________ $___________ $___________
(specify)___________ ___________ ___________ ___________
_____________________________________ $___________ $___________ $___________
TOTAL
GRAND TOTAL $___________ $___________ $___________
80
 EXAMPLE EXHIBIT 4
Provide the actual dental hygiene expenditures for the previous year using the following form.

Previous Year
20__ to 20__
I. Capital Expenditures
A. Construction $___________
B. Equipment ___________
1. Clinic (dental unit, chair, etc.) ___________
2. Radiography (including darkroom) ___________
3. Laboratory ___________
4. Locker Room ___________
5. Reception Room ___________
6. Faculty & staff offices ___________
7. Instructional equipment ___________
8. Other (specify) _______________________ ___________
____________________________________ $___________
TOTAL
II. Non-capital Expenditures
A. Instructional materials, e.g., slides, films $__________
B. Clinic Supplies __________
C. Laboratory supplies __________
D. Office supplies __________
E. Program library collection __________
1. Institutional __________
2. Departmental __________
F. Equipment maintenance and replacement __________
G. Other (specify) ____________________________ __________
_________________________________________ $__________
TOTAL
III. Faculty
A. Salaries $__________
B. Benefits __________
C. Professional Development __________
D. Travel for Student Supervision __________
E. Other (specify) ____________________________ __________
_________________________________________ $__________
TOTAL
IV. Staff
A. Secretarial Support $__________
B. Other (specify) ____________________________ __________
_________________________________________ $__________
TOTAL
V. Other Categories, if any (specify) ____________________ $__________
_______________________________________________ __________
TOTAL $__________
GRAND TOTAL $__________

81
 EXAMPLE EXHIBIT 5
Provide information in the salary schedule for full-time and part-time faculty for the current year. If
appropriate, use the following format.

FULL-TIME FACULTY

INSTITUTION DENTAL HYGIENE PROGRAM

Categories of
Faculty Rank Minimum Average Maximum Minimum Average Maximum

PART-TIME FACULTY

INSTITUTION DENTAL HYGIENE PROGRAM

Categories of
Faculty Rank Minimum Average Maximum Minimum Average Maximum

82
 EXAMPLE EXHIBIT 6

Using the format illustrated below, provide enrollment data for the program during the current and four
preceding years. If classes are admitted more than once a year, indicate admissions by each admission interval.

Note: Programs with multiple enrollment starts per year must provide enrollment and attrition data for each
group of students enrolled. Please modify the below chart to reflect this information.

Preceding Years Current Year

(recently
admitted
class)
20__ 20__ 20__ 20__ 20__
Number of Applicants
(submitted required
credentials)
Met the Minimum
Admission Criteria
Number Offered
Admission
Total Number
Enrolled
Number Enrolled with
Advanced Standing
Number Completed
Percentage Completed % % % % %

Using the format illustrated below, indicate the number of students who withdrew or were dismissed from the
program during the current and four preceding years.

REASON FOR WITHDRAWAL

Program Non-Completion PERSONAL/
Reasons ACADEMIC LACK OF FINANCIAL OTHER
PROBLEMS INTEREST ISSUES (SPECIFY)
1. Academic Year Enrollment
(20__)
(

2. Academic Year Enrollment

(20__)

TOTAL

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 Example Exhibit 7

For programs that have multiple enrollment starts only: Please complete Example Exhibit 7 for each requested calendar year. Identify the
class, number of students and the start and end dates. This is an example. Modify the Exhibit as appropriate.

As an example:

Previous Year: 2020

January February March April May June July August Septembe October Novembe December
r r
Class 1 (20 students): start February 2, 2020 and graduates December 1, 2021
Class 2 (22 students): start June 2, 2020 and graduate April 30, 2022
Class 3 (15 students): starts October 31,
2020 and graduates September 1, 2022

Current Year: 2013__

January February March April May June July August September October November December
Class 1 (20 students): start February 2, 2020 and graduates December 1, 2021
Class 2 (22 students): start June 2, 2020 and graduate April 30, 2022
Class 3 (15 students): starts October 31, 2020 and graduates September 1, 2022
Class 4 (20 students): start February 2, 2021 and graduates December 1, 2023
Class 5 (22 students): start June 2, 2021 and graduate April 30, 2023
Class 6 (15 students): starts October 31,
2021 and graduates September 1, 2023

Following Year: 2014__

January February March April May June July August September October November December
Class 2 (22 students): start June 2, 2012 and graduate
April 30, 2014
Class 3 (15 students): starts October 31, 2020 and graduates September 1, 2022
Class 4 (20 students): start February 2, 2021 and graduates December 1, 2023
Class 5 (22 students): start June 2, 2021 and graduate April 30, 2023
Class 6 (15 students): starts October 31, 2021 and graduates September 1, 2023

84
 EXAMPLE EXHIBIT 8

Outline the sequence of the dental hygiene curriculum as illustrated below. This is an EXAMPLE. If the
program delivery structure is different, please modify to demonstrate the same information.

Course Credit* Faculty/Student Faculty

Number Course Title Hours Clock Hours/Week Ratio Person
Lec. Lab. Clinical Lec. Lab. Clinic Responsible
First Term:

BIO-105 Anatomy & Physiol. I 4 3 3 0 1:30 1:30 ----- Dr. Grey

CHE-105 Chem.-Health Sciences 4 3 3 0 1:30 1:30 ----- Ms. White
DEH-107 Dental 3 2 3 0 1:30 1:15 ----- Ms. Doe
DEH-117 Anatomy:Histol. 4 2 6 0 1:30 1:6 ----- Ms. Black
DEH-128 Preclinical DH I 2 3 2 0 1:30 1:6 ----- Ms. Doe
IDH-140 Dental Radiology 1 1 0 0 1:30 ----- ----- Ms. Nelson
First Aid 18 14 17 0

Second Term:

BIO-106 Anatomy & Physiol. II 4 3 2 0 1:30 1:30 ----- Dr. Olson

BIO-108 Microbiology 4 3 3 0 1:30 1:30 ----- Ms. White
DEA-113 Radiology II 2 1 3 0 1:30 1:6 ----- Ms. Green
DEH-105 Dental Materials 2 1 3 0 1:30 1:15 ----- Ms. Doe
DEH-106 Elements of Nutrition 1 1 0 0 1:30 ----- ----- Ms. Adams
DEH-119 Preventive OHS II 4 2 0 8 1:30 ----- 1:6 Ms. Doe
DEH-205 Head & Neck Anatomy 1 1 0 0 1:30 ----- ----- Dr. Allen
18 12 11 8

Third Term:

Fourth Term:

Total Number of Credit Hours ___________

*If the institution does not assign credit hours, do not complete this column.

85
 EXAMPLE EXHIBIT 9

List the various evaluation methods (paper/project, clinical evaluation, skills assessment, exam,
etc.) used to measure each stated program competency. Please list all program competencies and
identify all courses where the competency is addressed.

Program Competency #1:

Course Number Where List Competency Measurement Method(s)

Addressed

Program Competency #2:

Course Number Where List Competency Measurement Method(s)

Addressed

Program Competency #3:

Course Number Where List Competency Measurement Method(s)

Addressed

Program Competency #4:

Course Number Where List Competency Measurement Method(s)

Addressed

86
 EXAMPLE EXHIBIT 10
Complete checklist in the Example Exhibit to ensure all components from DH Standard 2-7 are included. Please include this exhibit
in the self-study document.

Course Documentation Checklist (DH Standard 2-7)

An aid to be used as needed
Written Content Outlines, Specific Evaluation Example of
Course with Topics to be Instructional Learning Criteria and Exam, Quiz, All Skill
Course Number and Name Descriptions Presented Objectives Experiences Procedures and/or Rubric Evaluations

DH 105 Dental Radiology I x x x x x x x

87
 EXAMPLE EXHIBIT 11
For each term provide a schedule of the dental hygiene courses as illustrated below. Include
course number and name; faculty, setting (clinic, lab, classroom number); and number of
students. Modify the exhibit as needed to account for multiple sections.

This is an EXAMPLE. Programs with multiple enrollment starts must modify the exhibit to
provide the requested information. If there are multiple classes running concurrently, please
modify the exhibit to clearly demonstrate the requested information below.

TERM: __________ 20__

(specify)

Hour MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Preclinical DH I
A&P I 105 Lec. Chem I 105 Lec. A&P I 105 Lec. A&P 105 Lec.
9:00 117 Lec.
Dr. Grey Ms. White Dr. Grey Dr. Grey
Ms. Black
Room 200 Room 200 Room 200 Room 201
Room 201
20 Students 20 Students 20 Students 20 Students
20 Students
Dent. Rad. 188
Dent. Anat. 107 Dent. Anat. 107
10:00 Lab.
Lec. Lec.
Ms. Doe Ms. Doe &
Ms. Doe Ms. Doe
Ms. Grey Dr. Grey
Room 201 Room 200
Clinic
20 Students 20 Students
10 Students
Dental Rad. 128 Dental Rad. 128 Dental Rad. 128
11:00 Lec. Lec. Lec.
Ms. Doe Ms. Doe Ms. Doe
Room 200 Room 300 Room 201
20 Students 20 Students 20 Students
Dental Rad. 128 Dent. Anat. 107
A&P 105 Lab.
1:00 Lec. Lec.
Dr. Grey
Ms. Doe Ms. Doe
Clinic
Room 201 Room 201
10 students
20 Students 20 Students
Chem. 105 Lec. Chem. 105 Lec. Chem. 105 Lec.
2:00 Ms. White Ms. White Ms. White
Room 200 Room 300 Room 200
20 Students 20 Students 20 Students
Preclinical DHI
Preclinical DH Preclinical DHI
3:00 I 117 Lab.
I 117 Lab. I 117 Lab.
Ms. Black &
Ms. Black & Ms. Black &
Ms. Doe
Ms. Doe Dr. Doe
Clinic
Clinic Clinic
10 Students
10 Students 10 Students

88
 First Aid 140
4:00 Lec.
Ms. Nelson
Room 200
20 Students

5:00

89
 Example Exhibit 12
Using the format illustrated below, list the courses which provide the major instruction in each
required content area and specify the number of clock hours devoted to instruction in that area.

COURSE NO. CLOCK HRS. OF

CONTENT AREA & TITLE INSTRUCTION
PROVIDED

GENERAL EDUCATION:

Oral communications
Written communications
Psychology
Sociology

BIOMEDICAL SCIENCES:

Anatomy
Physiology
Chemistry
Biochemistry
Microbiology
Immunology
General Pathology
Nutrition
Pharmacology

DENTAL SCIENCES:

Tooth morphology
Head, neck and oral anatomy
Oral embryology and histology
Oral pathology
Radiography
Periodontology
Pain management
Dental materials

DENTAL HYGIENE SCIENCES:

Oral health education/preventive counseling

Health Promotion
Patient management
Clinical dental hygiene
Provision of services for and management of patients with special needs
Community dental/oral health
Medical and dental emergencies
Basic life support
Legal and ethical aspects of dental hygiene practice
Infection and hazard control management
Provision of oral health care services to patients with bloodborne infectious
diseases
Other (specify)

TOTAL CLOCK HOURS IN CURRICULUM:

90
 Example Exhibit 13
Using the format illustrated below, list the preclinical and clinical courses which provide the major instruction in the following patient care
competencies provided in the program. Provide the program requirements (if defined by the program; i.e. number of times each student must
complete each service) and the most recent dental hygiene class’s average for performing each area identified. If the program has not defined
numerical requirements, describe the minimum number of performances for completing the preclinical and clinical courses.

Clinical DH Services provided by the program Laboratory/Preclinical Clinical Course No. & Program Average
Course No. & Title Title Requirements

Assessment

Planning

Implementation

Evaluation

Documentation

91
 Example Exhibit 14
Using the following format, provide information requested for each dental hygiene faculty
member for each term of the academic year. (Note: If two or more classes are enrolled
concurrently, each table should reflect the faculty member’s total time commitment per term.)

Name of Faculty: Insert Name Here Term: For example Spring/Fall/YEAR

Full-Time Check here (X) Part-Time Check here (X)

Appointment: Appointment:

A. Current Provide Number of Clock B. Current Provide Number of Clock

Teaching Hours Per Week Supplemental Hours Per Week
Contact Hours (Insert hours here) Responsibilities (Insert hours here)

Course No and Lecture Lab Pre-

Title Clinic/
Clinic
Program
Administration
Class Preparation
Student
Counseling
Committee
Activity
Other (Specify,
and to include
other programs or
responsibilities
assigned)
A. Total Clock B. Total Clock
Hours Per Week: Hours Per Week:
Hours Per Week Devoted to Total Effort (A+B) Insert total contact hours (A+B) per week here

92
 EXAMPLE EXHIBIT 15

Commission on Dental Accreditation

Allied BioSketch
Do not attach Curriculum Vitae
Type Only

Note: The submitted biosketch must reflect current and complete information for the role held at the time of
submission. The biosketch must demonstrate compliance with all program director and faculty Accreditation
Standards, as applicable. An Incomplete biosketch will not be accepted; the biosketch must address all
information requested below.

Name:
Current Institution:
Institutional Address:
Direct Office Phone: Institutional Email:

EDUCATIONAL BACKGROUND (Begin with the most recent college level and list all degrees and certificates
including those currently pursuing. If pursuing a degree, indicate “in-progress” and expected date of
graduation.)
Month and
Year of Grad.
Name of School, City and State or Certificate or Degree Area of Study
Expected
Grad.

LICENSURE & CREDENTIALING (Do not include license number) If licensure/credential will expire within six
(6) weeks of date noted below, provide evidence of re-certification in progress.
State License (if applicable) From (Month/Year) To (Month/Year)
Indicate all credentials required for the subjects you teach in
accordance with the CODA Accreditation Standards.
CPR (if in laboratory, preclinical or clinical setting, must include)

DDS/DMD

CDA

EFDA

RDH

CDT

Dental Therapist

93
TEACHING APPOINTMENTS (Provide current teaching appointments)
Specify
Appointment From
Name of Institution, City and State Full-Time or Part- To (Year)
Title (Year)
Time

FOR THE SECTION BELOW, PLEASE INDICATE THE FOLLOWING (CURRENT TEACHING
ASSIGNMENTS ONLY FOR ALL PROGRAMS WITH WHICH YOU ARE AFFILIATED):
 CONTINUING EDUCATION (CE) COURSES TO REFLECT CURRENT KNOWLEDGE OF THE
AREAS IN WHICH TEACHING RESPONSIBILITY IS ASSIGNED (All recent CE taken related to all
subjects you currently teach. Must align with Teaching Responsibilities Table below)
 EDUCATION METHODOLOGY (ED METH) COURSES RELATED TO THE METHODS OF
INSTRUCTION (All recent educational methodology taken related to all modalities used by you when
teaching: didactic, laboratory/pre-clinic/clinic, and/or distance education/hybrid courses, including curriculum
development, educational psychology, test construction, measurement and evaluation)

Name of Institution and Program: [Insert name and allied program to which this biosketch applies. Copy as needed]

All Course(s) Assigned: Teaching Teaching CE Taken: ED METH Taken:

Setting: Modality:
Course Title and Number, Course Title and Course Title and
and Term Offered Didactic, In-Person, Month and Year Taken Month and Year Taken
Laboratory, Hybrid,
Pre-clinic, Online, etc.
Clinic

PRACTICE EXPERIENCE (All current practice experience)

Practice Location and Type (City and State) Position Title From To
(Year) (Year)

94
For all semesters/trimesters/quarters in the academic year (copy/paste table for subsequent
semesters/trimesters/quarters) submit a current teaching schedule for which you have assigned teaching
and/or supplemental responsibilities. The teaching schedule must reflect current and complete information
for the role held at the time of submission.

Name of Faculty: Insert Name Here Term: For example Spring/Fall/YEAR

Full-Time Check here (X) Part-Time Check here (X)

Appointment: Appointment:

A. Current Provide Number of Clock Hours B. Current Provide Number of Clock Hours
Teaching Contact Per Week Supplemental Per Week
Hours (Insert hours here) Responsibilities (Insert hours here)

Course No and Lecture Lab Pre-

Title Clinic/
Clinic
Program
Administration
Class Preparation
Student Counseling
Committee Activity
Other (Specify, and
to include other
programs or
responsibilities
assigned)
A. Total Clock B. Total Clock
Hours Per Week: Hours Per Week:
Hours Per Week Devoted to Total Effort (A+B) Insert total contact hours (A+B) per week here

95
 EXAMPLE EXHIBIT 16

Using the format illustrated below, list the state-specific additional dental hygiene functions
that are not otherwise specified in the DH Standards, but are included in the dental hygiene
curriculum. For each skill or function indicate the course(s) where content is presented and
specify the level of instruction.

STATE-ALLOWED Course(s) where Course(s) where Course(s) where

ADDITIONAL DH didactic content is preclinical clinical competence
FUNCTIONS (WITHIN presented competence is is demonstrated
INITIAL LICENSURE)* demonstrated
*Do not include any functions that require
post-licensure or additional certification. Do
not include basic, remediable dental assisting
or laboratory functions that are embedded
within dental hygiene licensure.

(Examples below)
Local Anesthesia DHE 355 Pain DHE 355L Pain DHE 355L Pain
Management Management Management
Concepts Laboratory Laboratory, DHE
320 Clinical Dental
Hygiene III
Administer Nitrous Oxide DHE 320 DHE 325 DHE 325 Clinical
Oxygen Analgesia Clinical Dental Clinical Dental Dental Hygiene IV
Hygiene III Hygiene IV

96
 EXAMPLE EXHIBIT 17

State-specific additional dental hygiene skills and functions must be presented at the level, depth,
and scope specified by the state. (Do not include skills/functions that are optional or require
additional education and/or additional certification)

Allowed Instructio (if Yes) DPA Instructional Requirements for:

by DPA? n Didactic Lab Preclinical Clinical
(Yes/No) specified
in DPA?
(Y or N)
Ex: Local Anesthesia-Administer Ex: Y Ex: Y Ex: 20 Ex: 10 5 ea
hours hours ASA,
MSA,
PSA,
IAN,
etc.
Apply Sealants
Bleaching agents in-office, application
Bonding agent, apply
Cavity liners and bases, apply
Local Anesthesia-Administer
Nitrous Oxide-Oxygen Analgesia-
Administer
Nitrous Oxide-Oxygen Analgesia-
Monitor
Place/carve/finish amalgam restoration
Place/finish composite resin silicate
restoration

Place/remove temporary crowns

Temporary/interim restorations, place
Temporary/interim restorations, remove

Allowed Instruction Time allocated in:

by DPA? specified Didactic Lab Preclinical Clinical
Other: (Please specify) (Yes/No) in DPA?
(Y or N)

97
 PROTOCOL FOR CONDUCTING A SITE VISIT

Introduction: The Commission recognizes that there may be considerable latitude in determining
procedures and methodology for site visits. Experience has shown that the conference method
for conducting a site visit is widely favored and has been found most satisfactory.

Conferences with administrators and faculty should be scheduled in an adequately-sized and

well-ventilated meeting room with a conference table, which is large enough to accommodate the
visiting committee and faculty member participants. It is suggested that all conferences be
scheduled for the same room. If more than one program is to be evaluated, an additional
conference room for each program (within close proximity) will be required.

Briefing Faculty, Administrators and Students on the Site Visit: It is presumed that the
program’s faculty, student body and advisory committee will be apprised of the Commission’s
visit. The program director should inform the faculty that they will be expected to explain
course objectives, teaching methods, particular skills and abilities expected of students upon
completion of the course and the measures used to evaluate student achievement of those
outcomes.

Focus of the Accreditation Review: Commission action on accreditation status is based upon the
program in operation at the time of the site visit. It is not based upon any proposed changes in
the program. The visiting committee will, however, expect to be apprised of any facility, faculty
or curricular changes that are contemplated but not yet implemented.

Resources/Materials Available On-Site: It is expected that additional sources of information will

be made available to the visiting committee on-site. Materials include, but are not limited to: the
institution’s infection and hazard control protocol; logs of equipment certification; appropriate
information pertaining to patient care and student advancement; student files; student and
teaching staff evaluation records; current school catalog; admissions materials provided to
students (e.g., handbooks, manuals, guides); promotional materials; samples of instructional aids;
samples of students’ projects, text books, and assignments; record of student complaints; copy of
State Practice Act; affiliation agreements; and minutes of advisory, curriculum, and faculty
meetings.

Visiting Committee Schedule: While it is expected that all arrangements will be determined by
the program director/administrator, experience indicates that administrators welcome suggestions
by the Commission for the conduct of site visits. Although a more detailed suggested schedule
of conferences will be forwarded to the program director/administrator prior to the scheduled
visit, the Commission expects that an evaluation visit will include the following components:

1. An opening conference with the appropriate institutional administrators and program

director the morning of the first day of the visit to include an overview and description of
the institution and its programs. The purpose of this initial conference is to orient visiting
committee members to a school’s particular strengths and weaknesses. This session is
also intended to orient the administrators and program director to the methods and
procedures of the visiting committee. Topics frequently covered in this session include:

98
 program goals, administration, faculty recruitment and evaluation, finances, facilities,
curriculum development, assessment of outcomes, long-term planning and program
development.

2. Tours of the program facilities and related learning resources facilities.

3. Conferences with faculty with teaching or administrative responsibilities for the program.

4. A student conference session in which all students from each class of the current program
are invited to meet with the visiting committee. The purpose of these student interviews
is to provide the site visitors an additional source with which to verify the program’s
compliance with Accreditation Standards and Commission policies in addition to review
of documentation and observation. Unless on an off-site rotation, ALL students must be
available for interviews. Faculty and/or administrators must not be included in these
sessions.

5. Meeting of the program advisory committee with the visiting committee. It is suggested
that a luncheon or breakfast meeting on the first day of the visit be planned. Following
the meal function, the visiting committee will wish to meet privately with the advisory
committee to learn about the community’s involvement with the program. Faculty
members should not be included.

6. If the program utilizes off-campus sites for clinical experiences or didactic instruction,
please review the Commission’s Policy Statement on Reporting and Approval of Sites
Where Educational Activity Occurs found in the Evaluation and Operational Policies
and Procedures manual (EOPP). Please be aware that the visiting committee may visit
any and all off-campus sites. In preparation for the site visit, the program will be asked
to complete the “Sites Where Educational Activity Occurs” form. Completed forms will
be provided to the visiting committee who will determine if a visit to any off-campus
sites is warranted and will inform the program director of the final determination in
advance of the visit.

7. A final conference with the program director will be conducted at the end of the visit.
The visiting committee will, at that time, summarize its recommendations relating to the
educational program. The program director may choose to include other individuals,
such as the dental school dean and/or faculty members, in the final conference.

8. Following the final conference with the program director, another conference, with the
institution’s chief executive officer and the dental school dean/chief of dental
service/chief administrative officer will be conducted. The visiting committee will report
briefly on the findings and recommendations related to the evaluation. Such a meeting
also affords the chief executive officer an opportunity to relate plans for the entire
institution that will involve the allied dental education program. The program director is
usually present during the conference with the institution’s administrators.

99
Guidelines and Protocol for the Site Visit: The Commission has approved the following
guidelines for visiting committee members describing their responsibilities during site visits.

 Committee members cannot accept social invitations from individuals affiliated with the
host program/institution. The Commission believes firmly that the primary function of a
visiting committee is program evaluation and review.

 Self-study documents are accessible to committee members at least 60 days prior to a site
visit. Committee members are expected to review all materials and to be familiar with
academic and administrative aspects of the program and the information contained in the
self-study report prior to the site visit.

 Committee members meet in executive sessions to review, evaluate and discuss all
aspects of the program. An executive session is generally held in the evening preceding
the first day of the site visit and at scheduled intervals during the site visit. In this
manner, the committee chair is expected to obtain a consensus that serves as a basis for
drafting the evaluation report. Institutional/Program personnel must not be present during
executive sessions.

 Although committee members discuss general findings and recommendations with the
administration during the final conference, decisions regarding the accreditation status of
education programs are made only by the Commission at its regularly scheduled meetings
following discussion and in-depth review of site visit reports and institutional responses.

 Committee members are expected to participate actively in conference discussions. They

are expected to refrain from expressing personal observations regarding teaching
methodology or practice technique. The Commission reminds visiting committees that
department chairs and faculty members participating in accrediting conferences have
given considerable time and thought to prepare for the visit. It is, therefore, assumed that
visiting committees will allow chairs and faculty members to explain their teaching
methodology, course content, evaluation procedures and department philosophy.

 After the site visit, Commission staff forwards a draft of the site visit report to committee
members for review, study and comment. Prompt response to the preliminary draft by
visiting committee members is essential to the preparation of evaluation reports for
Commission review and action during regularly scheduled meetings.

 When site visit reports are presented to the Commission or its review committees for
consideration and action, review committee members who were also visiting committee
members are expected to recuse from the discussion of the programs evaluated.

Committee members are expected to regard all information and data obtained before and during site
visits as confidential. All evaluation reports and accreditation actions of the Commission are
regarded as confidential and privileged information. Therefore, disclosure of personal or committee
views at any time before, during or after site visits and Commission review is not authorized. The
preliminary draft of a site visit report is an unofficial document and remains confidential between
the Commission and the institution’s executive officers and may not, under any circumstances, be

100
released. Site visit reports approved during a Commission meeting are transmitted to officials of
parent institutions and program administrators or directors.

Public release of the final draft of the site visit report that is approved by the Commission is at the
sole discretion of the institution. If there is a point of contention about a specific section of the final
site visit report and the institution elects to release the pertinent section to the public, the
Commission reserves the right to make the entire site visit report public.

 At the conclusion of the site visit and prior to leaving the site, committee members are
requested to return their on-site copies of the data profile information and other
confidential site visit documents pertaining to the visit to the Commission staff. The data
profile information may be left with the program.

Additional Information: Additional information regarding the procedures followed during the
site visit and following the visit are contained in the Commission’s Evaluation and Operational
Policies and Procedures manual (EOPP).

Staff Assistance/Consultation: The staff of the Commission on Dental Accreditation is available

for consultation to all educational programs which fall within the Commission’s accreditation
purview. Educational institutions conducting programs oriented to dentistry are encouraged to
obtain such staff counsel and guidance by written or telephone request. Consultation is provided
on request prior to, as well as subsequent to, the Commission’s granting of accreditation to
specific programs. Consultation shall be limited to providing information on CODA’s policies
and procedures. The Commission expects to be reimbursed if substantial costs are incurred.
Contact Commission on Dental Accreditation's Manager of Allied Dental Education at the
Commission’s number: 312-440-2695. CODA staff e-mails can be found on the CODA website
at the following link: https://coda.ada.org/about-coda/coda-staff

101