American Chemical Society Self-Study Form for Chemistry in ...

ACS Self-Study Tool

Chemistry in Two-Year College Programs

Table of Contents

To go directly to a section of the form, hold the ctrl key and click on the appropriate section title.

Introduction and Instructions 2

Scope of self-study tool 2

Instructions for using the self-study tool 2

Development of the self-study tool 3

I. Institutional Information 4

A. Contact information and assessment goals 4

B. Mission statements 5

C. Institutional demographics 5

D. Types of program(s) offered 6

II. Institutional Environment 7

A. Accreditation 7

B. Faculty policies 7

C. Administrative structure 8

D. Program budget 9

E. Student support services 11

III. Faculty and Staff 12

A. Faculty Demographics 12

B. Faculty workloads and professional development 13

C. Support staff and safety 14

IV. Infrastructure 16

A. Classrooms 16

B. Offices 16

C. Laboratories 17

D. Chemical stockroom and storage facilities 18

E. Chemical safety and waste disposal 20

V. Curriculum 22

A. Pedagogy and prerequisites 22

B. Chemistry course offerings 23

C. Course development and scheduling 24

VI. Original Scholarly Research and Related Activities 26

VII. Development of Student Skills 28

VIII. Student Mentoring and Advising 36

IX. Self-Evaluation and Assessment 37

X. Partnerships 39

XI. Strengths, Challenges, and Opportunities 40

Request for Feedback from ACS 41

Introduction and Instructions

Scope of self-study tool

The self-study tool is a resource developed by ACS to facilitate the assessment of chemistry education with respect to the ACS Guidelines for Chemistry in Two-Year College Programs. The self-study tool is designed to allow chemistry faculty and administrations to assess the achievements and areas for improvement of the chemistry-based programs and courses at their institution.

Motivations for self-assessment vary by institution, including

• Identification of program strengths

• Identification of opportunities for program improvement and/or growth

• Strategic planning

• Background for funding requests

• Internal program review

• College’s accreditation

• National or regional benchmarking

Institutions may have alternative goals in using the self-study tool. The self-study tool is designed to address all motivations. As a consequence, not all questions in the tool will apply to all institutions. Institutions are encouraged to consider only those questions that support their goals.

Instructions for using the self-study tool

Complete only those sections that apply to chemistry education at your institution.

As mentioned above, the self-study tool is based on the ACS Guidelines for Chemistry in Two-Year College Programs, which addresses all types of chemistry education at two-year colleges. The tool itself is designed to address a variety of goals. Therefore, not all sections are applicable to all institutions. You should identify and complete only those sections of the self-study tool that support your goals.

Collect data prior to completion of the self-study form.

The self-study tool compiles a wide range of data from a variety of sources. The average user takes 20-30 hours to complete the self-study report. It is most efficient to compile the data prior to completion of the self-study form.

It may be beneficial to consult the ACS Guidelines for Chemistry in Two-Year College Programs while completing the form. The PDF may be downloaded at 2YGuidelines; hardcopies are available upon request from the ACS Office of Two-Year Colleges.

Submit the completed form to ACS (optional).

ACS assembles a Self-Study Review Panel annually to review reports, provide feedback to interested institutions, and recommend any updates to the self-study tool. The Self-Study Review Panel is comprised of two-year college chemistry faculty who have either completed or assisted in the development of the self-study tool.

A limited number of self-study reports are reviewed by the panel on a first-come, first-served basis. The panel identifies strengths, makes suggestions for growth, and highlights resources of potential use. Contact the Office of Two-Year Colleges (see below) for more information.

To submit a self-study report for review and feedback, please complete the “Request for Feedback” on the last page. Submit a copy of the completed self-study report, along with any supporting materials, to the ACS Office of Two-Year Colleges by mail, fax, or email:

American Chemical Society

Office of Two-Year Colleges

1155 Sixteenth St. NW

Washington, DC 20036-4839

Fax: 202-833-7732 (fax)

Email: 2YColleges@

All submissions will be kept confidential. Data will be shared only in aggregate, with identifying details of the contributing institutions removed.

Contact ACS with questions and feedback.

Please direct any questions or concerns, as well as feedback regarding the self-study tool itself, to the ACS Office of Two-Year Colleges (2YColleges@; 1-800-227-5558, ext. 6108).

Development of the self-study tool

When the revised ACS Guidelines for Chemistry in Two-Year College Programs were released in 2009, the Society Committee on Education (SOCED) appointed the Task Force on Two-Year College Activities. The task force was charged with determining the interest in and viability of strategies for engaging and supporting two-year college programs.

In 2010, the task force partnered with the governing body of the ACS Two-Year College Chemistry Consortium (2YC3), the ACS Division of Chemical Education Committee on Chemistry in the Two-Year College (COCTYC). Together, the task force and COCTYC are developing several resources for the two-year college chemistry community.

One of the resources under development by the task force and COCTYC is the self-study tool. This tool was developed in recognition of the increasing pressure on two-year college programs to document and assess their activities. The tool was piloted and refined in 2011 and released to the general public in 2012.

I. Institutional Information

A. Contact information and assessment goals

1. Who is the contact for the self-study report?

|Institution name: | |

|Mailing address: | |

|Contact person: | |

|Email address of contact: | |

|Telephone number of contact: | |

2. Who was involved in completing the self-study?

| |Individual |

| |Small committee |

| |All full time faculty |

| |All full-time and part-time faculty |

| |Other (specify): |

3. What are your goals in completing the self-study? (Check all that apply.)

| |Identify program strengths |

| |Identify opportunities for program improvement and/or growth |

| |Aid in strategic planning |

| |Provide background for funding requests |

| |Conduct internal program review |

| |Acquire support for college’s accreditation |

| |Conduct national or regional benchmarking |

| |Other (specify): |

B. Mission statements

1. Provide your institution’s mission statement

Institutional mission statement is attached.

Institutional mission statement is copied and pasted below.

2. Provide your department’s mission statement

Departmental mission statement is attached.

Departmental mission statement is copied and pasted below.

C. Institutional demographics

| Student Demographics |Most current |Previous, preferably 5 years ago |

| |(Year: ) |(Year: ) |

|Total for-credit students | | |

|Number of credits required for full-time status | | |

|Number of full-time equivalent (FTE) students* | | |

|Percentage of students receiving federal financial assistance | | |

|Median age | | |

|Percent male | | |

|Percent female | | |

|Percent Caucasian | | |

|Percent African-American | | |

|Percent Latino | | |

|Percent Asian | | |

|Percent Native American | | |

|Percent other demographic (specify): | | |

|Percent other demographic (specify): | | |

|Number of dual-enrollment students (i.e., students enrolled at | | |

|the college earning high school and college credit | | |

|simultaneously) | | |

|Number of for-credit distance learning students | | |

* FTE students = (Total number of credit hours taken by all students)/(Number of credits required for full-time status)

|Institutional Demographics | |

|Number of campuses | |

|Area served | Rural Suburban Urban |

|Number of four-year institutions in a 50 mile radius | |

|Additional two-year colleges in a 50 mile radius | |

D. Types of program(s) offered

| |Degree(s) offered |

|Chemistry | AA AS AAS Certificate Other (specify): |

|Chemistry-based technology | AA AS AAS Certificate Other (specify): |

|Natural sciences, physical sciences, | AA AS AAS Certificate Other (specify): |

|and/or a chemistry-related field | |

|General degree program that can be | AA AS AAS Certificate Other (specify): |

|transferred to a four-year program in | |

|chemistry or chemistry-based technology| |

|Transfer programs (without degrees) in | Yes No |

|chemistry or chemistry-based technology| |

|Other (specify): | AA AS AAS Certificate Other (specify): |

Provide any additional relevant information on the institution’s mission, scope, and service area.

II. Institutional Environment

See Section 2 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 2-4.

A. Accreditation

Indicate which of the following bodies currently provide accreditation for the institution. (Check all that apply.)

National Coalition of Alternative Community Schools

Middle States Association of Colleges and Schools

Southern Association of Colleges and Schools

Western Association of Schools and Colleges

New England Association of Colleges and Schools

Other (specify):

This institution is not accredited.

B. Faculty policies

1. Indicate your agreement with the following statements.

| |

|Faculty are involved in the establishment of teaching loads. |

|Faculty are involved in the establishment of faculty promotions. |

|Faculty are involved in decisions on tenure and/or continuing contracts. |

|Faculty are involved in the establishment of leave (sabbatical or other). |

|Faculty are involved in the establishment of hiring practices. |

|Faculty are involved in a faculty recognition program. |

2. Indicate your agreement with the following statements.

| |

|Faculty have input into faculty teaching assignments and other responsibilities. |

|Faculty have input into hiring qualifications for chemistry faculty. |

|Faculty have input into selection of permanent chemistry faculty. |

|Faculty have input into selection of temporary chemistry faculty. |

|Faculty have input into selection of dual enrollment chemistry faculty. |

|Faculty have input into chemistry curriculum. |

C. Administrative structure

Indicate your agreement with the following statements.

| |

|The department chair responsible for the chemistry program is trained in a scientific discipline. |

D. Program budget

1. Indicate your agreement with the following statements.

| |

|The chemistry program has a sustained commitment from the institution at a level that is consistent with the resources of the institution |

|and its educational mission. |

|The chemistry program has a sufficient number of qualified faculty. |

|The chemistry program has adequate staff and resources for administrative support services, stockroom operation, and instrument and |

|equipment maintenance. |

|The chemistry program has a physical infrastructure that meets modern safety standards with appropriate chemical storage, waste-handling, |

|and disposal facilities. |

|The chemistry program has sufficient budget to cover the costs of teaching a laboratory-based discipline. |

|The chemistry program has resources for capital equipment acquisition, long-term maintenance, and expendable supplies to ensure that |

|equipment remains useful throughout its lifetime. |

|The chemistry program has support for maintaining and updating instructional technology. |

|The chemistry program has modern chemical information resources. |

|The chemistry program has opportunities for professional development for the faculty, including sabbatical leaves. |

|The chemistry program has resources to support faculty-mentored research as appropriate to the institutional mission. |

|The chemistry program has personnel support to assist with the acquisition and administration of external funding. |

2. Budget forecast

a. Is your department’s budget increasing, decreasing, or staying the same?

b. Is the number of faculty/staff positions increasing, decreasing, or staying the same?

c. What external factors could significantly affect the budget?

E. Student support services

1. Indicate your agreement with the following statements.

| |

|The institution has academic and personal support for students with physical, communication, learning and other disabilities. |

|The institution has tutorial services for students to improve their study skills and become more effective learners. |

|The institution has open and reliable access to technology, such as computers. |

|The institution has programs and organizations to support and engage targeted communities of students, such as student clubs. |

|The institution has programs that increase the participation of underrepresented groups. |

|The institution has assistance for students in acquiring financial aid. |

2. Provide any additional relevant information on student services.

Provide any additional comments on the institution’s environment, policies, administration, budget, or student resources.

III. Faculty and Staff

See Section 3 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 4-6.

A. Faculty Demographics

1. Enter the total number of chemistry faculty currently employed in each category.

| |Total Faculty |

|Permanent Full-time Faculty: | |

|Temporary Full-time Faculty: | (in an average term) |

|Permanent Part-time Faculty: | |

|Temporary Part-time Faculty: | (in an average term) |

2. Enter the total number of chemistry faculty currently employed that can be described by each category.

| |Total Full-Time Faculty |Total Part-Time Faculty |

|Male: | | |

|Female: | | |

| |Total Full-Time Faculty |Total Part-Time Faculty |

|African-American: | | |

|Asian-American: | | |

|Caucasian: | | |

|Latino: | | |

|Other (specify): | | |

|Highest chemistry-based degree earned |Total Full-Time Faculty |Total Part-Time Faculty |

|is | | |

|Doctorate: | | |

|Master’s: | | |

|Bachelor’s: | | |

|Other (specify): | | |

Provide any additional comments on the chemistry faculty demographics.

B. Faculty workloads and professional development

1. Enter the number of faculty members that attended externally-sponsored scientific meetings in the past 12 months.

|Number of meetings attended |Total Full-Time Faculty |Total Part-Time Faculty |

|One meeting | | |

|Two meetings | | |

|Three or more meetings | | |

2. Enter the number of faculty members that are members of the following professional organizations:

| |Total Full-Time Faculty |Total Part-Time Faculty |

|American Chemical Society (ACS) | | |

|ACS Technical Division (such as | | |

|Chemical Education, Organic Chemistry, | | |

|Inorganic Chemistry, etc.) | | |

|ACS Two-Year College Chemistry | | |

|Consortium (2YC3) | | |

|Labor union | | |

|Other professional organization | | |

|(specify): | | |

|Other professional organization | | |

|(specify): | | |

|No professional affiliations | | |

3. Enter the average teaching loads for full- and part-time chemistry faculty:

| |Full-Time Faculty Average |Part-Time Faculty Average |

|Average lecture contact hours per week | | |

|Average laboratory contact hours per | | |

|week | | |

|Average student contact hours per week*| | |

*Note: Student contact hours = (# contact hours per week) x (# students taught)

4. Indicate the average ratio of teaching credit given for lab hours compared to lecture hours:

| |lab contact hour(s) |is/are considered | |lecture contact hour(s) |

| | |equivalent to | | |

5. Indicate the amount of load credit (i.e., equivalence to one lecture contact hour credit) given for each of the following:

|Supervision of student research |☐ No load credit |☐ Some load credit | hours of load credit given |

| |given |given | |

|Curriculum development |☐ No load credit |☐ Some load credit | hours of load credit given |

| |given |given | |

|Administrative duties |☐ No load credit |☐ Some load credit | hours of load credit given |

| |given |given | |

|Other (specify): |☐ No load credit |☐ Some load credit | hours of load credit given |

| |given |given | |

6. Indicate which of the following the institution provides support for or opportunities to participate in.

Sabbaticals

Professional meetings

Individual professional affiliation

Mentoring new faculty

Performance review for faculty

Institutional professional affiliations

Other professional development opportunity (specify):

Provide any additional comments on the chemistry workloads and professional development.

C. Support staff and safety

1. Indicate the number of staff hours available per week to support the chemistry program and/or courses.

|Laboratory technician | |

|Secretary, clerk, office manager | |

|Student Worker(s) | |

|Other (specify): | |

2. Indicate who is responsible for safety compliance and the number of hours per week allotted for chemistry safety responsibilities.

| |Dedicated responsibility for safety |Hours per week allotted for chemistry safety |

| |compliance |responsibilities |

|Faculty | | |

|Staff | | |

|Other (specify): | | |

|There is no position dedicated to| | |

|safety compliance | | |

3. How are chemical waste disposal and management funded? (Check all that apply)

Departmental funding

Institutional funding

District funding

State funding

Other (specify):

4. What is the full-time/part-time faculty breakdown of chemistry sections instructed, including distance learning and dual enrollment sections?

75% full-time

Provide any additional comments on the chemistry faculty demographics, responsibilities, benefits, or achievements.

IV. Infrastructure

See Section 4 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 7-10.

A. Classrooms

List the classrooms used for chemistry lecture (non-lab) activities.

Additional classroom information is attached.

|Classroom |Seating capacity |ADA compliant? |Shared with other disciplines? |

|#1 | | Yes | Yes |

| | |No |No |

|Comment (optional): |

|#2 | | Yes | Yes |

| | |No |No |

|Comment (optional): |

|#3 | | Yes | Yes |

| | |No |No |

|Comment (optional): |

|#4 | | Yes | Yes |

| | |No |No |

|Comment (optional): |

|#5 | | Yes | Yes |

| | |No |No |

|Comment (optional): |

B. Offices

List the offices used by chemistry faculty.

Additional office information is attached.

|Office |Number of occupants |Comment (optional) |

|#1 | | |

|#2 | | |

|#3 | | |

|#4 | | |

|#5 | | |

C. Laboratories

1. List the rooms used for laboratory activities.

Additional information is attached.

|Laboratory |Square footage|Student |Number of |ADA compliant? |

| | |capacity | | |

|#1 | | |Fume hoods: | Yes |

| | | |Safety showers: |No |

| | | |Eye washes: | |

| | | |Fire extinguishers: | |

|Comment (optional): |

|#2 | | |Fume hoods: | Yes |

| | | |Safety showers: |No |

| | | |Eye washes: | |

| | | |Fire extinguishers: | |

|Comment (optional): |

|#3 | | |Fume hoods: | Yes |

| | | |Safety showers: |No |

| | | |Eye washes: | |

| | | |Fire extinguishers: | |

|Comment (optional): |

|#4 | | |Fume hoods: | Yes |

| | | |Safety showers: |No |

| | | |Eye washes: | |

| | | |Fire extinguishers: | |

|Comment (optional): |

|#5 | | |Fume hoods: | Yes |

| | | |Safety showers: |No |

| | | |Eye washes: | |

| | | |Fire extinguishers: | |

|Comment (optional): |

2. Is there a first aid kit convenient to each lab?

Yes

No

3. Do the labs comply with all federal and state regulations for safety and accommodation?

Yes

No.

If no, then describe efforts to improve compliance with federal and state regulations.

4. Indicate which of the following instrumentation is available to students, either onsite or at another convenient location. (Check all that apply.)

Infrared spectrometer (IR)

Fourier transform infrared spectrometer (FT-IR)

Nuclear magnetic resonance spectrometer (NMR)

Fourier transform nuclear magnetic resonance spectrometer (FT-NMR)

UV-Vis spectrometer

Gas chromatograph

Mass spectrometer

Melting point apparatus

Centrifuge

pH meter

Top-loading balance

Analytical balance

High-performance liquid chromatograph (HPLC)

Ion chromatograph

Other (specify):

5. Indicate which of the following equipment students have adequate access to. (Check all that apply.)

Volumetric glassware

Thermometers

Hot plates

Bunsen burners

Filtration equipment

Microscale or full scale organic kits

Software for data acquisition and analysis

6. Provide any additional information about access to equipment.

D. Chemical stockroom and storage facilities

1. List the rooms used for chemical stockroom.

Additional information is attached.

| | | |

|Stockroom #1 | | |

|Does the stockroom conform to government standards | Yes |If no, describe efforts to improve compliance with federal |

|and regulations? |No |and state regulations. |

| | | |

|Is the stockroom located in the vicinity of the | Yes |If no, describe efforts to ensure safe distribution of the |

|laboratories? |No |chemicals to the laboratories. |

| | | |

|Does the stockroom provide safe chemical storage | Yes |Comments (optional): |

|area(s)? |No | |

|Does the stockroom provide safe chemical handling | Yes |Comments (optional): |

|area(s)? |No | |

|Does the stockroom provide safe chemical | Yes |Comments (optional): |

|preparation area(s)? |No | |

|Stockroom #2 | | |

|Does stockroom conform to government standards and | Yes |If no, describe efforts to improve compliance with federal |

|regulations? |No |and state regulations. |

| | | |

|Is the stockroom located in the vicinity of the | Yes |If no, describe efforts to ensure safe distribution of the |

|laboratories? |No |chemicals to the laboratories. |

| | | |

|Does the stockroom provide safe chemical storage | Yes |Comments (optional): |

|area(s)? |No | |

|Does the stockroom provide safe chemical handling | Yes |Comments (optional): |

|area(s)? |No | |

|Does the stockroom provide safe chemical | Yes |Comments (optional): |

|preparation area(s)? |No | |

2. Are chemicals stored in accordance with government standards and regulations?

Yes

Yes, with the following exceptions:

No

Describe efforts to improve compliance with government standards and regulations, if needed.

3. Are segregated areas provided for acids and bases?

Yes

No

N/A

4. Are segregated areas provided for reducing and oxidizing agents?

Yes

No

N/A

5. Are segregated areas provided for particularly hazardous substances?

Yes

No

N/A

6. Do cabinets and refrigerators that store flammable materials meet the federal and state Occupational Safety and Health Administration (OSHA) regulations?

Yes

No

N/A

7. Are National Fire Protection Association (NFPA) labeling codes used on all reagents and storage facilities?

Yes

No

N/A

Provide any additional comments on the chemical stockroom and storage facilities.

E. Chemical safety and waste disposal

1. Does the campus, division, department, or program have a written chemical hygiene plan?

Yes

No

N/A

Describe efforts to develop or update the chemical hygiene plan, if needed.

2. Is hazardous waste managed in accordance with federal, state, and local standards and regulations? (Note: this may be addressed in the chemical hygiene plan.)

Yes

Yes, with the following exceptions:

No

Describe efforts to improve compliance with federal, state, and local regulations standards and regulations, if needed.

3. Is there a policy of maximum stockroom chemical holdings, including small quantities for especially hazardous materials? (Note: this may be addressed in the chemical hygiene plan.)

Yes

No

N/A

4. Is safety information and reference materials, such as material safety data sheets (MSDSs), readily available to all faculty and students?

Yes, available to faculty

Yes, available to students

Yes, with the following exceptions:

No

5. Is personal protective equipment, such as goggles, gloves, and other appropriate equipment readily available to all faculty and students?

Yes, available to faculty

Yes, available to students

Yes, with the following exceptions:

No

Provide any additional comments on the safety resources available for chemistry faculty and students.

Provide any additional comments on the infrastructure used for chemistry education.

V. Curriculum

See Section 5 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 10-14.

A. Pedagogy and prerequisites

1. Indicate your agreement with the following statements.

| |

|Support is available to help faculty members stay current with best practices in chemistry pedagogy and modern theories of learning and |

|cognition. |

|Chemistry faculty regularly take advantage of opportunities to learn and apply new pedagogical techniques. |

2. Indicate who is involved with determining course prerequisites. (Check all that apply.)

Faculty

Administration

District

State

Other (specify):

3. Indicate who assesses student preparation and readiness for chemistry courses. (Check all that apply.)

Faculty

Student services department(s)

Administration

District

State

Other (specify):

4. Indicate who checks student compliance with course prerequisites. (Check all that apply.)

Faculty

Student services department(s)

Administration

District

State

Other (specify):

B. Chemistry course offerings

Additional chemistry course information is attached.

| |Is this course |How often is this |What is the total |Is the lecture offered in |Is the lab experience offered |

| |offered? |course offered, on |number of students |alternate formats? |in alternate formats? |

| | |average? |enrolled in the course?|(Select all that apply) |(Select all that apply) |

|Organic Chemistry | Yes, as a | More than once per | | Yes, online | Yes, online |

| |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

|Preparatory Chemistry | Yes, as a | More than once per | | Yes, online | Yes, online |

| |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

|Chemistry for Health | Yes, as a | More than once per | | Yes, online | Yes, online |

|Science Majors |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

|General Education | Yes, as a | More than once per | | Yes, online | Yes, online |

|Chemistry |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

|Other (specify): | Yes, as a | More than once per | | Yes, online | Yes, online |

| |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

|Other (specify): | Yes, as a | More than once per | | Yes, online | Yes, online |

| |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

|Other (specify): | Yes, as a | More than once per | | Yes, online | Yes, online |

| |single-term course |year | |Yes, hybrid |Yes, hybrid |

| |Yes, as a |Once per year | |Yes, other |Yes, other |

| |multi-term sequence|Less than once per year|per term |No |No |

| |No | |per year |N/A |N/A |

Provide any additional information about the chemistry course offerings.

C. Course development and scheduling

1. Indicate your agreement with the following statements.

| |

|The faculty has influence over how many students are allowed per lecture/laboratory section. |

|Course scheduling allows students to complete all needed chemistry courses in order. |

|Course scheduling allows students to complete all needed chemistry courses in a timely fashion. |

2. Provide any additional information pertaining to the statements in question 1.

3. Indicate your agreement with the following statements.

| |

|Faculty communicate regularly with four-year colleges regarding student transfer issues. |

|Faculty communicate regularly with allied health schools regarding student transfer issues. |

|Faculty communicate regularly with technical schools regarding student transfer issues. |

|Faculty communicate regularly with transfer/articulation offices regarding student transfer issues. |

4. Provide any additional information pertaining to faculty communication regarding student transfer issues.

Provide any additional comments on the chemistry curriculum.

VI. Original Scholarly Research and Related Activities

See Section 6 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 15.

1. Which of the following are aligned with the mission and goals of the institution and/or program? (Check all that apply.)

Original scholarly research

Student internships

Student co-operative learning experiences (co-ops)

Long-term student project

None of these are aligned with the mission and goals of the institution or program.

2. Which of the following opportunities are available? (Check all that apply.)

Faculty-led chemistry or chemical education research

Student-led chemistry research

Student internships

Student co-operative learning experiences (co-op)

Long-term student projects

None of these opportunities are available..

3. Provide the following information for each type of research or related activity offered.

Additional information is attached.

|Type of activity | Original research | Original research | Original research |

| |Student internship |Student internship |Student internship |

| |Student co-op |Student co-op |Student co-op |

| |Long-term student project |Long-term student project |Long-term student project |

| |Other (specify): |Other (specify): |Other (specify): |

|Faculty or institutional | | | |

|unit(s) involved | | | |

|Average faculty hours per | | | |

|week | | | |

|Average students | | | |

|participating each term | | | |

|Average total student hours | | | |

|per week | | | |

|Location | | | |

|Funding source | Institution | Institution | Institution |

| |Government grant |Government grant |Government grant |

| |Academic partners |Academic partners |Academic partners |

| |Industrial or government partners |Industrial or government partners |Industrial or government partners |

| |Other (specify): |Other (specify): |Other (specify): |

|Frequency of activity | | | |

|Student outputs and credits | Journal articles | Journal articles | Journal articles |

|(Check all that apply) |Internal written reports |Internal written reports |Internal written reports |

| |Posters for external presentation |Posters for external presentation |Posters for external presentation |

| |Posters for internal presentation |Posters for internal presentation |Posters for internal presentation |

| |Student evaluations |Student evaluations |Student evaluations |

| |Most projects have no outputs. |Most projects have no outputs. |Most projects have no outputs. |

|Student compensation (Check | Academic credit | Academic credit | Academic credit |

|all that apply) |Financial compensation |Financial compensation |Financial compensation |

| |Tuition reimbursement |Tuition reimbursement |Tuition reimbursement |

| |Other (specify): |Other (specify): |Other (specify): |

| |Students receive no compensation. |Students receive no compensation. |Students receive no compensation. |

|Field(s) of study | | | |

Provide any additional comments on faculty-led research and other scholarly activities.

VII. Development of Student Skills

See Section 7 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 16-17.

1. What chemical literature publications are available to students? (Check all that apply.)

| |Print |Online (full |Off-campus access|

| | |subscription) | |

|Chemical Abstracts™ | | | |

|Other journal databases (specify): | | | |

|Chemical & Engineering News | | | |

|Science | | | |

|Nature | | | |

|Journal of the American Chemical Society | | | |

|Accounts of Chemical Research | | | |

|Analytical Chemistry | | | |

|Biochemistry | | | |

|Chemical Reviews | | | |

|Environmental Science & Technology | | | |

|Journal of Chemical Education | | | |

|Journal of Medicinal Chemistry | | | |

|Journal of Organic Chemistry | | | |

|Journal of Physical Chemistry | | | |

|A B C Letters | | | |

|Other ACS journals (specify): | | | |

|Other peer-reviewed journals (specify): | | | |

|Textbook publisher materials (specify): | | | |

|Other chemistry-related publications (specify): | | | |

2. Indicate the location(s) in which students are able to access chemical literature. (Check all that apply.)

Online, via personal computer

Online, via resource center or other centralized on-campus location

In print, at campus library

In print, at departmental resource area

In print, at institutional media center

In print, at neighboring academic institutions

Other (specify):

3. Indicate the effectiveness of instruction in the following safety topics.

|Course |Laboratory safety |Chemical disposal |Transferring and |Material safety data |Other safety topics (specify):|

| |training |techniques |dispensing chemicals in|sheets (MSDS) | |

| | | |the laboratory | | |

|Organic Chemistry | | | | | |

|Preparatory Chemistry | | | | | |

|Chemistry for Health | | | | | |

|Science Majors | | | | | |

|General Education | | | | | |

|Chemistry | | | | | |

|Other (specify): | | | | | |

| | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

4. Describe any concerns regarding chemical safety education at this institution, along with any plans to address these concerns.

5. Indicate the frequency with which chemistry students are provided opportunities to develop the following problem-solving skills.

|Course |Define and analyze |Develop a testable |Design and execute |Analyze data |Draw appropriate |

| |problems |hypothesis |experiments | |conclusions |

|Organic Chemistry | | | | | |

|Preparatory Chemistry | | | | | |

|Chemistry for Health | | | | | |

|Science Majors | | | | | |

|General Education | | | | | |

|Chemistry | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

a. Briefly describe the opportunities that chemistry students have to develop chemical literature skills in chemistry courses.

b. Briefly describe the opportunities that chemistry students have to develop chemical literature skills in either non-chemistry courses or extra-curricular activities.

6. Indicate the frequency with which chemistry students are provided opportunities to develop the following chemical safety skills.

|Course |Understand responsible |Understand and use |Recognize and minimize |Align activities with |Other chemical safety |

| |disposal techniques |material safety data |chemical/physical |U.S. Occupational Safety|skills (specify): |

| | |sheets |hazards in the |and Health | |

| | | |laboratory |Administration | |

| | | | |requirements | |

|Organic Chemistry | | | | | |

|Preparatory Chemistry | | | | | |

|Chemistry for Health | | | | | |

|Science Majors | | | | | |

|General Education | | | | | |

|Chemistry | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

c. Briefly describe the opportunities that chemistry students have to develop chemical safety skills in chemistry courses.

d. Briefly describe the opportunities that chemistry students have to develop chemical safety skills in either non-chemistry courses or extra-curricular activities.

7. Indicate the frequency with which chemistry students are provided opportunities to develop the following communication skills.

|Course |Prepare written scientific |Prepare and deliver oral |Create visual representations |Cite sources |

| |reports |presentations |of complex data | |

|General Chemistry | | | | |

| | | | | |

|Organic Chemistry | | | | |

|Preparatory Chemistry | | | | |

|Chemistry for Health | | | | |

|Science Majors | | | | |

|General Education | | | | |

|Chemistry | | | | |

|Other (specify): | | | | |

|Other (specify): | | | | |

|Other (specify): | | | | |

e. Briefly describe the opportunities that chemistry students have to develop teamwork and leadership skills in chemistry courses.

f. Briefly describe the opportunities that chemistry students have to develop teamwork and leadership skills in either non-chemistry courses or extra-curricular activities.

8. Indicate the frequency with which chemistry students are provided opportunities to develop the following ethics skills.

|Course |Display high ethical |Demonstrate an awareness|Recognize ethical |Participate in |Other ethics skills |

| |standards and integrity |of contemporary issues |applications of |service-learning |(specify): |

| | |related to chemistry |chemistry in industrial,|opportunities | |

| | | |governmental, and | | |

| | | |societal settings | | |

|Organic Chemistry | | | | | |

|Preparatory Chemistry | | | | | |

|Chemistry for Health | | | | | |

|Science Majors | | | | | |

|General Education | | | | | |

|Chemistry | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

|Other (specify): | | | | | |

g. Briefly describe how students are made aware role of chemistry and ethics in contemporary societal and global issues in chemistry courses

h. Briefly describe the opportunities that chemistry students have to develop ethics skills in either non-chemistry courses or extra-curricular activities.

Provide any additional comments on the development of student skills in the chemistry curriculum.

VIII. Student Mentoring and Advising

See Section 8 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 18.

1. Indicate your agreement with the following statements.

| |Strongly agree |Agree |Disagree |Strongly disagree |

|Student learning/content mastery | Yes | | Instructor | Instructor |

| |No | |Department or division |Department or division |

| | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

|Student skills (i.e., assessment | Yes | | Instructor | Instructor |

|of those components described in |No | |Department or division |Department or division |

|section VII) | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

|Quality of teaching | Yes | | Instructor | Instructor |

| |No | |Department or division |Department or division |

| | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

|Pedagogy | Yes | | Instructor | Instructor |

| |No | |Department or division |Department or division |

| | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

|Program goals and objectives | Yes | | Instructor | Instructor |

| |No | |Department or division |Department or division |

| | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

|Student performance at their next| Yes | | Instructor | Instructor |

|academic institution |No | |Department or division |Department or division |

| | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

|Other (specify): | Yes | | Instructor | Instructor |

| |No | |Department or division |Department or division |

| | | |Institution |Institution |

| | | |Third body external to the |Third body external to the |

| | | |institution |institution |

|What tools are used? | |

1. Describe the mechanisms in place for using assessment results to improve the program.

Provide any additional comments on self-assessment of chemistry education.

X. Partnerships

See Section 10 of the ACS Guidelines for Chemistry in Two-Year College Programs, p. 20-22.

1. Indicate the strength and frequency of the interactions of chemistry faculty with the following potential partners. Briefly describe any discussions or activities with the partners.

|Partners |Strength of interaction|Frequency of |Discussions and/or activities |

| | |interaction | |

|Other academic departments and disciplines on campus | | | |

|Administrative and student campus units, such as | | | |

|admissions, advisement, and counseling | | | |

|Faculty on other campuses within a multi-campus | | | |

|institution | | | |

|Faculty at other two-year colleges | | | |

|Faculty and administration at four year institutions | | | |

|Faculty and administration local high schools | | | |

|Chemical professionals and hiring managers at local | | | |

|chemistry-related industries | | | |

|Chemical professionals and hiring managers at local | | | |

|government laboratories | | | |

|Other (specify): | | | |

2. Indicate the success and frequency of the following activities in which chemistry faculty are involved.

|Activity |Success |Frequency |

|Participation in local professional organizations and | | |

|conferences | | |

|Participation in community outreach activities with | | |

|local museums, or elementary schools, or other group(s) | | |

|Support for training of working chemical professionals | | |

|Participation in academic or community consortia | | |

|Other (specify): | | |

Provide any additional comments on partnerships that support chemistry education.

Click to enter text.

XI. Strengths, Challenges, and Opportunities

1. Considering the information provided in the self-study, what are the internal strengths of the chemistry or chemistry-based technology program at this institution? Focus on factors you can control, such as faculty, curriculum, mentoring, etc.

2. Considering the information provided in the self-study, what are the internal areas of concern for the chemistry or chemistry-based technology program at this institution?

3. Considering the information provided in the self-study and trends in the community, what are the major external opportunities for the chemistry or chemistry-based technology program at this institution? Focus on factors outside of your control, such as community demographic trends, growth in local employers, grant opportunities, etc.

4. Considering the information provided in the self-study and trends in the community, what are the major external challenge for the chemistry or chemistry-based technology program at this institution?

5. How can the program’s strengths and opportunities be used to address its areas of concern?

6. How can the program’s strengths and opportunities be used to mitigate its challenges?

Provide any additional comments on the strengths, challenges, and opportunities for chemistry education at your institution.

Request for Feedback from ACS

Complete this section only if you would like feedback from ACS.

1. What type of feedback would you like from ACS? (Check all that apply.)

| |General report on effective practices and resources identified by the Self-Study Review Panel |

| |Identification of institutional, departmental, and/or program strengths |

| |Suggestions and ideas for continuous improvement and growth |

| |Information on resources that can benefit the institution, department, and/or program |

| |Other (specify): |

| |No feedback is required at this time. |

2. What topics do you need the feedback to address? (Check all that apply.)

| |Institutional environment |

| |Faculty and staff |

| |Infrastructure |

| |Curriculum |

| |Original research and other scholarly activities |

| |Development of student skills |

| |Student mentoring and advising |

| |Self-evaluation and assessment |

| |Partnerships |

| |Development of a plan to address strengths, challenges, and opportunities |

| |Other (specify): |

3. Who is the point person for follow-up from ACS?

Same as contact person identified at the beginning of the self-study tool

Different from the contact person identified above:

|Point person for follow-up: | |

|Institution name: | |

|Mailing address: | |

|Email address: | |

|Telephone number: | |

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