other) participate participate Faculty recognition program Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Faculty teaching assignments and other responsibilities Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Development of chemistry curriculum Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Establishment of hiring practices Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Chair selection Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Selection of permanent chemistry faculty Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Selection of temporary chemistry faculty Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Selection of dual enrollment chemistry faculty Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Other (specify): Faculty are included Faculty actively participate Faculty are excluded Faculty choose not to participate Provide any additional comments regarding faculty policies. <ctrl + > D. Program budget (See Section 2.4 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 3-4.) Indicate whether there is adequate funding to support the following, as they relate to education at your institution, and whether the costs associated with them are expected to increase faster than inflation. Funding adequate? Future needs Comments Salary & benefits for all chemistry-based faculty Yes No N/A Increasing Decreasing Staying the same Administrative support services, stockroom operation, and grant assistance Yes No N/A Increasing Decreasing Staying the same Faculty professional development Yes No N/A Increasing Decreasing Staying the same
Faculty-led research, as appropriate Yes No N/A Increasing Decreasing Staying the same Chemicals and storage supplies, Yes No N/A Increasing Decreasing Staying the same Chemical safety and waste management Yes No N/A Increasing Decreasing Staying the same Equipment acquisition and long-term maintenance Yes No N/A Increasing Decreasing Staying the same Chemical information resources (e.g., journals, databases, references, etc.) Yes No N/A Increasing Decreasing Staying the same Student support services, including advising and mentoring Yes No N/A Increasing Decreasing Staying the same Other relevant costs (specify): Yes No N/A Increasing Decreasing Staying the same Will funding for chemistry-based education at your institution keep pace with the expected changes? In not, what plans are in place to mitigate any shortfalls? What other factors significantly affect the budget? <ctrl + > E. Student support services (See Section 4.6 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 14-15.) Indicate the availability and effectiveness of the following resources on your campus. Availability Effectiveness Advising staff who specialize in helping students with career and transfer plans and any associated resources. Briefly describe: Discipline-specific advising staff who specialize in helping students with career and transfer plans and any associated resources. Academic and personal support for students with physical, communication, learning and other disabilities. Briefly describe: Advising staff who specialize in helping students with career and transfer plans and any associated resources. Briefly describe: Academic and personal support for students with physical, communication, learning and other disabilities.
Does the room provide safe chemical preparation area(s)? Yes No Comments: Does the room provide sufficient space and equipment for safe waste management? Yes No Comments: Additional information on chemical storage rooms is attached. Indicate whether the following are available, as appropriate, in all laboratories and chemical storage rooms on campus Available in all laboratories Available in all chemical storage areas Comments First aid kit Yes No N/A Yes No N/A Eyewash station Yes No N/A Yes No N/A Shower station Yes No N/A Yes No N/A Fire extinguisher Yes No N/A Yes No N/A Segregated areas for acids and bases Yes No N/A Yes No N/A Segregated areas for reducing and oxidizing agents Yes No N/A Yes No N/A Segregated areas for particularly hazardous substances Yes No N/A Yes No N/A Chemical storage cabinets and refrigerators that meet federal and state Occupational Safety and Health Administration (OSHA) regulations Yes No N/A Yes No N/A National Fire Protection Association (NFPA) and Globally Harmonized System (GHS) labeling codes used on all reagents Yes No N/A Yes No N/A Provide any additional comments on the laboratories and chemical storage facilities. <ctrl + > IV. Faculty and Staff A. Faculty demographics and responsibilities (See Sections 3.1-3.3 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 5-8. Combine the information below with the information collected in Section I.C.3 of this assessment tool.) Enter the total number of chemistry faculty currently employed that can be described by each category. Total full-time, permanent faculty Total full-time, temporary faculty Total part-time, permanent faculty Total part-time, temporary faculty Male:
Number of occupants per office: Accommodates confidential discussions Access to library resources Adequate access to students Reasonably close to teaching facilities Reasonably close to laboratories Additional office information is attached. Briefly describe offices used by chemistry faculty. <ctrl + > B. Types of classrooms available (See Section 4.1 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 10-11.) Describe the types of classrooms used for chemistry lecture (non-laboratory) activities. Attributes Available resources Number of classrooms with these attributes ADA compliant Reasonable proximity to laboratories Supports variety of pedagogies Meets modern standards for a learning environment Seating capacity: Internet access Demonstration facilities Projection capabilities ADA compliant Reasonable proximity to laboratories Supports variety of pedagogies Meets modern standards for a learning environment Seating capacity: Internet access Demonstration facilities Projection capabilities ADA compliant Reasonable proximity to laboratories Supports variety of pedagogies Meets modern standards for a learning environment Seating capacity: Internet access Demonstration facilities Projection capabilities Additional classroom information is attached. Briefly describe classrooms used for chemistry or chemistry-based technology education. <ctrl + > C. Laboratories and chemical storage (See Sections 4.1-4.3 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 10-12.) Indicate which of the following equipment students have adequate access to. Volumetric glassware Melting point apparatus Thermometers pH meter Hot plates Top-loading balance Bunsen burners Analytical balance Filtration equipment Software with scientific word processing, illustration, and modeling capabilities Microscale or full scale organic kits Computing facilities for analyzing and reporting data Software for data acquisition and analysis Other (specify):
Course instruction What pedagogies are used in teaching general chemistry lecture? Traditional lecture Inquiry-based/POGIL Flipped classroom Online lecture Blended lecture/lab Other (specify: ) What pedagogies are used in teaching general chemistry lab? Traditional, hands-on Inquiry-based, hands-on Team-based, hands-on At home (“kitchen chemistry”), hands-on Computer simulations Other (specify: ) How is general chemistry instruction assessed? Is general chemistry instruction consistent, in content and rigor, among all faculty? Yes Somewhat No Comments: Is student completion and performance in general chemistry aligned with the goals of your program, department, program, and/or institutions? Yes No Comments: Course content Do general chemistry courses transfer as chemistry courses? Yes, to other two-year colleges Yes, to four-year institutions No Who is involved in determining course content? Individual chemistry faculty Chemistry faculty, as a team Other faculty at this institution Faculty at other institutions Employers Administration District or state Other (specify): Development of student skills Indicate which of the following student skills are addressed in general chemistry courses. (See Sections 5.6 and 7.1-7.7 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. Chemical safety Recognizing/identifying/mitigating hazards Use of personal protective equipment Risk assessment Storing and handling flammable, corrosive, and incompatible chemicals Preparing for/responding to emergencies Use of emergency and safety equipment Safety regulations, knowledge and compliance Ethics of safety Waste management and disposal Other (specify): Locating and using hazard recognition information and systems Other (specify): Problem-solving and critical thinking Communication Definition of problems Written communication of technical information Development of testable hypotheses Oral communication of technical information Experiment design Visual representation of complex data sets Experiment execution Use of chemical structure drawing programs Data, error, and information analysis Use of poster and computerized presentation software Other (specify): Communication with academic, business, and other audiences Other (specify): Other (specify): Teamwork and leadership Ethics Leadership of a diverse group Objective and accurate presentation of results
Course instruction What pedagogies are used in teaching chemistry for allied health lecture? Traditional lecture Inquiry-based/POGIL Flipped classroom Online lecture Blended lecture/lab Other (specify: ) What pedagogies are used in teaching chemistry for allied health lab? Traditional, hands-on Inquiry-based, hands-on Team-based, hands-on At home (“kitchen chemistry”), hands-on Computer simulations Other (specify: ) How is chemistry for allied health instruction assessed? Is chemistry for allied health instruction consistent, in content and rigor, among all faculty? Yes Somewhat No Comments: Is student completion and performance in chemistry for allied health aligned with the goals of your program, department, program, and/or institutions? Yes No Comments: Course content Do chemistry for allied health courses transfer as chemistry courses? Yes, to other two-year colleges Yes, to four-year institutions No Who is involved in determining course content? Individual chemistry faculty Chemistry faculty, as a team Other faculty at this institution Faculty at other institutions Employers Administration District or state Other (specify): Development of student skills Indicate which of the following student skills are addressed in chemistry for allied health courses. (See Sections 5.6 and 7.1-7.7 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. Chemical safety Recognizing/identifying/mitigating hazards Use of personal protective equipment Risk assessment Storing and handling flammable, corrosive, and incompatible chemicals Preparing for/responding to emergencies Use of emergency and safety equipment Safety regulations, knowledge and compliance Ethics of safety Waste management and disposal Other (specify): Locating and using hazard recognition information and systems Other (specify): Problem-solving and critical thinking Communication Definition of problems Written communication of technical information Development of testable hypotheses Oral communication of technical information Experiment design Visual representation of complex data sets Experiment execution Use of chemical structure drawing programs Data, error, and information analysis Use of poster and computerized presentation software Other (specify): Communication with academic, business, and other audiences Other (specify): Other (specify): Teamwork and leadership Ethics
Course instruction What pedagogies are used in teaching other chemistry lecture? Traditional lecture Inquiry-based/POGIL Flipped classroom Online lecture Blended lecture/lab Other (specify: ) What pedagogies are used in teaching other chemistry lab? Traditional, hands-on Inquiry-based, hands-on Team-based, hands-on At home (“kitchen chemistry”), hands-on Computer simulations Other (specify: ) How is other chemistry instruction assessed? Is other chemistry instruction consistent, in content and rigor, among all faculty? Yes Somewhat No Comments: Is student completion and performance in other chemistry aligned with the goals of your program, department, program, and/or institutions? Yes No Comments: Course content Do other chemistry courses transfer as chemistry courses? Yes, to other two-year colleges Yes, to four-year institutions No Who is involved in determining course content? Individual chemistry faculty Chemistry faculty, as a team Other faculty at this institution Faculty at other institutions Employers Administration District or state Other (specify): Development of student skills Indicate which of the following student skills are addressed in other chemistry courses. (See Sections 5.6 and 7.1-7.7 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. Chemical safety Recognizing/identifying/mitigating hazards Use of personal protective equipment Risk assessment Storing and handling flammable, corrosive, and incompatible chemicals Preparing for/responding to emergencies Use of emergency and safety equipment Safety regulations, knowledge and compliance Ethics of safety Waste management and disposal Other (specify): Locating and using hazard recognition information and systems Other (specify): Problem-solving and critical thinking Communication Definition of problems Written communication of technical information Development of testable hypotheses Oral communication of technical information Experiment design Visual representation of complex data sets Experiment execution Use of chemical structure drawing programs Data, error, and information analysis Use of poster and computerized presentation software Other (specify): Communication with academic, business, and other audiences Other (specify): Other (specify): Teamwork and leadership Ethics Leadership of a diverse group Objective and accurate presentation of results
Average faculty hours per week Average total student hours per week Location Funding source (Check all that apply) Institution Government grant Academic partners Industrial or government partners Other (specify): How often are research opportunities available to students? Which of the following are attributes of the students’ research projects? Defined topic and achievable goals Access to and use of appropriate chemical literature and equipment Methodologies appropriate for potential publication in a peer-reviewed journal Appropriate safety practices Student outputs (Check all that apply) Journal articles Internal written reports Posters for external presentation Posters for internal presentation Student evaluations Other (specify): Most projects have no outputs. Student evaluators (Check all that apply) Institutional faculty Institutional staff Faculty at partnering institutions Industrial or governmental partners Other (specify): Students do not have formal evaluations. Student compensation (Check all that apply) Academic credit Financial compensation Tuition reimbursement Other (specify): Students receive no compensation. Field(s) of study Provide any additional comments on research at this institution. <ctrl + > B. Internships or cooperative learning experiences (See Section 6.2 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 24.) Provide the following information about experiential opportunities available to students. Faculty or institutional unit(s) involved Average number of students participating each term Average faculty hours per week Average total student hours per week Location Funding source (Check all that apply) Institution Government grant Academic partners Industrial or government partners Other (specify):
Average faculty hours per week Average total student hours per week Location Funding source (Check all that apply) Institution Government grant Academic partners Industrial or government partners Other (specify): How often are long-term projects available to students? Which of the following are attributes of the students’ internships and/or cooperative learning opportunities? Well-defined Has clear goals and objectives Has a reasonable chance of completion in the available time Applies and develops an understanding of in-depth chemical concepts Uses a variety of methods and instrumentation Develops student skills Grounded in the chemical literature Student outputs (Check all that apply) Journal articles Internal written reports Posters for external presentation Posters for internal presentation Student evaluations Other (specify): Most projects have no outputs. Student evaluators (Check all that apply) Institutional faculty Institutional staff Faculty at partnering institutions Industrial or governmental partners Other (specify): Students do not have formal evaluations. Student compensation (Check all that apply) Academic credit Financial compensation Tuition reimbursement Other (specify): Students receive no compensation. Field(s) of study Provide any additional comments on long-term projects. <ctrl + > VIII. Student Academic Counseling, Career Advising, and Mentoring (See Section 8 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 29-31.)
Is formal self-evaluation of the chemistry, chemistry-based technology, and/or science program performed on a regular basis? Yes, self-evaluation is conducted every years. No For each of the following components that program are assessed, indicate often they are assessed, what tools are used, and who is involved in implementing the results. Program Component Is this assessed? How often? Who designs the assessment tools? (Check all that apply.) Who sees the results? (Check all that apply.) Student learning/content mastery Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used? Quality of teaching Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used? Pedagogy Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used? Program goals and objectives Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used? Student performance at their next academic institution Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used? Other (specify): Yes No Instructor Department or division Institution Third body external to the institution Instructor Department or division Institution Third body external to the institution What tools are used?