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 Accurate and complete laboratory records complete product 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 Interviewing literature Data management and archiving Expectations of the workplace Recordkeeping/lab notebooks Workplace environment Other (specify): Other (specify): How is chemical knowledge in general chemistry courses assessed? students’ 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 More than once per What is the total number How often are organic year of students enrolled in chemistry courses Once per year per term per year organic chemistry offered, on average? Less than once per courses? year
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
acs-assessment-tool-2016-ed-sect-vi.docx