Course instruction Traditional, hands-on Traditional lecture Inquiry-based, hands-on What pedagogies are Inquiry-based/POGIL What pedagogies are Team-based, hands-on used in teaching Flipped classroom used in teaching At home (“kitchen chemistry for allied Online lecture chemistry for allied hands-on chemistry”), health lecture? Blended lecture/lab health lab? Computer simulations Other (specify: ) Other (specify: ) Is chemistry for allied Yes How is chemistry for health instruction Somewhat allied health consistent, in content No instruction assessed? and rigor, among all Comments: faculty? 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 Yes, to other two-year colleges health courses transfer as Yes, to four-year institutions chemistry courses? No Individual chemistry faculty Administration Chemistry faculty, as a team Who is involved in District or state Other faculty at this institution determining course content? Other (specify): Faculty at other institutions Employers 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 Other (specify): information and systems 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 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):
acs-assessment-tool-2016-ed-sect-vi.docx