ACS Guidelines for Chemistry in Two-Year College Programs
Based on chemical education research, effective practices, and ACS policies, the ACS Guidelines for Chemistry in Two-Year College Programs provide a comprehensive model for chemistry and chemistry-based technology education. Developed by the Society Committee on Education, they are intended for any two-year program that teaches chemistry or chemistry-based technology, regardless of whether the program leads to a degree.
The 2015 Guidelines are designed to meet the needs of two-year chemistry transfer and chemistry-based technlogy programs, as well as two-year institution that teach chemistry without a dedicated program.
- Case Studies
This collection of case studies shows how the Guidelines have been implemented at 12 colleges
- Assessment Tool
Use this tool to assess chemistry and chemistry-based technology education within the context of the Guidelines
What's new in the 2015 Guidelines?
In 2013-2015, a Society Committee on Education task force used community feedback, input from ACS governance, and information on effective practices to ensure the Guidelines keep pace with the changing two-year landscape.
Over-arching changes to the Guidelines include:
- Language specifically addressing the needs of the types of chemistry education noted above
- Integration of safety topics throughout the Guidelines
- Adjustments that keep the Guidelines parallel—in language, content, and format—with the ACS Guidelines and Evaluation Procedures for Bachelor’s Degree Programs.
Other updates address the following:
- Distance learning
- Dual enrollment courses
- Student transfer
- Student mentoring and advising
- Critical thinking
- Career preparation
- Long-term projects
Why use the Guidelines?
Due to the great diversity of two-year college programs, some may not fulfill all of the guidelines. However, implementing the recommendations most relevant to your institution's or program's mission will help you:
- Align with the institutional mission
- Meet the needs of a highly diverse student body
- Support the institution and the community
- Articulate with programs to which students transfer
- Compare to programs of recognized quality