List the title(s) or code(s) for the course(s) that fit this category. No courses fit this category How often are preparatory chemistry courses offered, on average? More than once per year Once per year Less than once per year What is the total number of students enrolled in preparatory chemistry courses? per term per year Course instruction What pedagogies are used in teaching preparatory chemistry lecture? Traditional lecture Inquiry-based/POGIL Flipped classroom Online lecture Blended lecture/lab Other (specify: ) What pedagogies are used in teaching preparatory 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 preparatory chemistry instruction assessed? Is preparatory chemistry instruction consistent, in content and rigor, among all faculty? Yes Somewhat No Comments: Is student completion and performance in preparatory chemistry aligned with the goals of your program, department, program, and/or institutions? Yes No Comments: Course content Do preparatory 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 preparatory 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
List the title(s) or code(s) for the course(s) that fit this category. No courses fit this category How often are general chemistry courses offered, on average? More than once per year Once per year Less than once per year What is the total number of students enrolled in general chemistry courses? per term per year 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 Providing a clear vision for team Sharing of ideas and information Synthesis of individual contributions into complete product Accurate and complete laboratory records Contribution to team work Credit and respect for all classmates, educators, colleagues, and others Productive interaction with teammates Comprehension of the health, safety and environmental impacts of work Other (specify): Other (specify): Chemical information Career preparation Chemical information identification and retrieval Networking Critical evaluation of technical articles Resume-writing Analyzing, interpreting, and citing chemical literature Interviewing Data management and archiving Expectations of the workplace Recordkeeping/lab notebooks Workplace environment Other (specify): Other (specify): How is students’ chemical knowledge in general chemistry courses assessed? How is student skills development in general chemistry courses assessed? How effective are the content, format, and teaching of general chemistry courses. D. Organic chemistry courses (See Sections 5.1-5.5, 5.9, and 5.14 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 15-18, 20, 21-22, unless otherwise noted.) Course availability List the title(s) or code(s) for the course(s) that fit this category. No courses fit this category How often are organic chemistry courses offered, on average? More than once per year Once per year Less than once per year What is the total number of students enrolled in organic chemistry courses? per term per year
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):
Course instruction What pedagogies are used in teaching general education chemistry lecture? Traditional lecture Inquiry-based/POGIL Flipped classroom Online lecture Blended lecture/lab Other (specify: ) What pedagogies are used in teaching general education 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 education chemistry instruction assessed? Is general education chemistry instruction consistent, in content and rigor, among all faculty? Yes Somewhat No Comments: Is student completion and performance in general education chemistry aligned with the goals of your program, department, program, and/or institutions? Yes No Comments: Course content Do general education 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 education chemistry courses. (See Sections 5.6 and 7.1-7.7 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 18-19,25-29.) 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):