DOCUMENT RESUME

ED 294 597 JC 870 034

TITLE Critical Issues in Two-Year College Chemistry: Reportwith Recommendations. Report of the 1985 InvitationalEducation Conference Sponsored by the SocietyCommittee on Education of the American ChemicalSociety (Chevy Chase, Maryland, November 1517,1985).

INSTITUTION American Chemical Society, Washington, D.C.PUB DATE 86NOTE 14p.PUB TYPE Collected WiYrks - Conference Proceedings (021) --

Viewpoints (120)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Accreditation (Institutions); Articulation

(Education); *Chemistry; College Curriculum; CollegeFaculty; *College Science; Community Colleges;Conferences; Consultants; Program Development;*Science Instruction; Two Year Colleges; Two YearCollege Students

ABSTRACTIn November 1985, the American Chemical Society's

(ACS's) Committee on Education ,invited 43 participants, includingtwo- and four-year college chemistry teachers, administrators, andrepresentatives from var:iptitigpncies and the chemical industry, toidentify issues affecting.twoyear college chemistry education and tomake recommendations to agencies capable of addressing these issues.The conference was organized around 12 topics: two-year collegestoday, two-year college chemistry students, chemistry faculty,curricular trends, chemicatechnology programs, teaching chemistryin two-year colleges, curricular guidelines, the use consultants forprogram development, administrative and financial support,articulation among colleges, National Science Foundationperspectives, and regional accreditation programs. Drawing fromdiscussions held at the conference, this report presentsrecommendations to: (1) the National Science Board, concerning suchtopics as faculty growth and development, laboratory andinstructional equipment, and curriculum improvement; (2) the ACS'sCommittee on Education, offering guidelines for chemistry educationin the two-year colleges, consultation and outreach, and thedevelopment of public understanding of the sciences; (3) thegoverning bodies of the ACS; (4) the two-year colleges, concerningcollege faculty, administrators, and governing boards; and (5) otherprofessional organizations. A list of conference participants isincluded. (EJV)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

CRITICAL ISSUESIN TWO-YEAR

COLLEGE CHEMISTRYREPORT WITH RECOMMENDATIONS

Report of the 1985 Invitational Education ConferenceSponsored by the Society Committee on Educationof the American Chemical SocietyChevy Chose, MarylandNovember 15-17, 1985

Nf".co ) "PERMISSION TO REPRODUCE THIS

0MATERIAL HAS BEEN GRANTED BY

0r-00 TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)."

E.J. Bradford

2

U.S. DEPARTMENT OF EDUCATIONOnce 01 Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0 This document has been reproduced asreceived from the person or organizationoriginating IL

)(Minor changes have been made to improvereproduction duality

Points of view or opinions stated in this documeet do not necessarily represent officialOEM position or policy

c

CRITICAL ISSUESIN TWO-YEAR

COLLEGE CHEMISTRYREPORT WITH RECOMMENDATIONS

Report of the 1985 Invitational Education ConferenceSponsored by the Society Committee on Educationof the American Chemical SocietyChevy Chase, MarylandNovember 15-17,1985

CONTENTSIntroduction 2

Recommendations 3

To the National Science Board 4To the American Chemical Society 6

Committee on Education

To the Governing Bodies of the 9American Chemical Society

To the Colleges 10

To Other Professional Organizations 11

Participants 12

The livoTear College Chemistry Conference of the Division ofChemical Education, Inc. generously provided partial &odd support for theConference and the anixttion of this report.

COVERNORTHERN VIRGINIA COMMUNITY COLLEGEALEXANDRIA CAMPUS, J. PICKERELL

2

IntroductionThe American Chemical Society Committee on Edu-cation periodically brings together recognized authori-ties in science education to discuss contemporaryissues and to recommend future directions for theSociety's endeavors. In November of 1985, 43 invitedconferees met in Chevy Chase, Maryland, to identifycritical issues in two-year college chemistry education,and to make recommendations to the agencies capa-ble of addressing these issues.

The Participants

The individuals invited to the conference were se-lected to bring many years of diverse experience to theconference deliberations. The size, scope; and com-plexity of the issues necessitated bringing togetherdelegates from every conceivable sector of two-yearcollege science education. The two-year college chem-istry teachers were joined by two-year college physicsand biology teachers (representing their professionalassociations); four-year college chemistry teachers;part-time teachers; two-year college administrators(including a college president, a member of a board oftrustees, a divisional dean, and a member of a stateboard for community college education); and repre-sentatives from teachers' unions, federal funding agen-cies, regional accrediting bodies, professional associa-tions, and the chemical industry. The list ofparticipants appears at the end of this report.

7lvo -Year Colleges 7bdayConnie Sutton-Odems7lvo-Year College Chemistry StudentsLucy Pryde72vo-Year College Chemistry FacultyTamar St isskindCurricular Rends in 71vo-Year CollegesWilliam M roneyChemical Dchnology Programs Harry HajianTeaching Chemistry in 7Ivo -Year CollegesDoris KolbCurricular Guidelines for ChemistryDonald JonesUsing Consultants for Program DevelopmentWilliam CookAdministrative and Financial SupportEdmund BradfordArticulation among CollegesJeff DavisNational Science Foundation PerspectivesRobert WatsonRegional Accreditation ProgramsRobert Swenson

figure 1. Paws presented at the conforonco.

4

The Program

The Society Committee on Education Task Force onACS Involvement in the Two -Year Colleges organizedthe conference around 12 topics (see Figure 1). TheTask Force also selected an expert in each topic andinvited those persons to prepare a paper for presenta-tion at the conference.

Following presentation of the papers, the partici-pants separated into eight topical discussion groups toconsider the information that had been presented.Each topical group (see Figure 2) developed a list ofrecommendations that addressed the issues raisedduring their deliberations. All conference participantsmet together on the final day of the meeting to dis-cuss the eight lists of recommendations.

The lists of recommendations were eventuallycombined with several other recommendations re-ceived from individuals, sorted according to the groupor body charged with implementation, and redistrib-uted to the conference participants who assigned apriority rating to each recommendation. The recom-mendations that follow in this report are organized bygroups, according to the implementation body. Withineach group, the recommendations follow the order ofpriority assigned by the conferees.

It was apparent at the close of the conference thata great deal needs to be done to help two-year col-leges meet the challenges of their expanding role inmodem chemistry education. Much of the responsibil-ity for these needed efforts falls squarely upon theshoulders of the faculty, administrators, and localgoverning boards of individual community colleges.The governing bodies for higher education in thestates, too, must facilitate these efforts by encouragingand supporting improvements.

A great many of the issues raised during theconference are global in nature and can be addressedonly by groups with nationwide influence. However,the American Chemical Society and the NationalScience Foundation can only establish programs, theycannot implement them. Unless individuals at thestate and local levels take an active role in implement-ing these programs, there will be no improvement intwo-year college science education.

Chemistry Courses for Science andEngineering Programs

Chemical Technology ProgramsChemistry Courses for Other ProgramsChemistry Faculty IssuesFinarrial Support for ProgramsIndustrial ArtiCulation and SupportFour3kar College ArticulationInstruments and Computers

figure 2. The discussion groups

Recommendationsof the 1985

Invitational Education Conferenceof the American Chemical Soder

Copies of the presentedpapers as weli as communications from participants andother interestedindividuahare amiable at no cost. Write: Two-Year Colleges132m, American Chemical Society, 1155 Sbdeenth Street, N.W, Washington, DC

3

To the NationalScience Board

Two -year colleges constitute a significant segment of,and make a major contribution to, undergraduatescience and engineering education in the UnitedStates. The magnitude of this contribution is reflectedin the fact that two-year colleges presently enroll 41%of all undergraduate credit students, 55% of all first-time college freshmen, and more than 50% of allminority students.

Modern, comprehensive community colleges,regardless of their varied histories and public images,are today providing the first two years of postsecon-dary education for substantial numbers of studentswho eventually receive a baccalaureate degree. Thesegraduates are the nation's next generation of scien-tists, engineers, and teachers. It cannot be in thecountry's best interest to neglect the all-important firstyears of their college education.

Three very serious problems undermine the abil-ity of two-year college chemistry departments to fulfilltheir role as providers of Fgh-quality science educa-tion for both transfer and technical students. Thesecolleges:1. Are frequently staffed with overworked faculty

who have few resources for professional growth.2. Are chronically plagued by inadequate laboratory

and instructional equipment3. Are forced to accommodate large numbers of

underprepared students.

: 9

6 1 , i

2-Year Colleges

4

41%

. p .

2-Year Colleges

55%

These problems are of such magnitude that onlythe federal government, acting through the NationalScience Foundation in its role as the leader in scienceresearch and education, can affect the neededchanges.

We call upon the National Science Board torecognize (a) the indispensable contribution thatcontemporary two-year colleges already make to un-dergraduate science and engineering education, and(b) their potential for greatly increasing that contribu-tion provided they receive the guidance and supportof the federal government at a level consistent withtheir current and potential role in educating America'snext generation of scientists.

Community, technical, and junior colleges continue toprovide the majority of American college students

I ' , with their first experience in higher education. 7Wo-year colleges enroll thd largest share of undergradu-ates compared with pri, ate and public four-yearcolleges.

6

Faculty Growth and Development

We recommend that the National Science Foundationincrease its level of activity in providing faculty devel-opment opportunities to college science teachers atminimum personal expellee. Specifically, the NSFshould

support an expansion of the existing Institutefor Chemical Education (ICE) that will enable ICE toprovide in-service development for two-year collegechemistry teachers;

re-establish faculty development opportunitiesfor college science teachers such as the College Sci-ence Improvement Program (COSIP), Chautauquacourses, and other programs for growth and renewalthat are scheduled during times when faculty canparticipate; and

establish programs to provide additional in-service education, via modern instructional deliverymethods, to two-year college chemistry teachers whoare unable to attend conferences and workshops.

Laboratory and Instructional Equipment

We recommend that the National Science Foundationincrease its level of activity in supporting the acquisi-tion of modern instrumentation in the two-year col-leges. Specifically, the NSF should

modify the Undergraduate Research Participa-tion Program to encourage research by students (di-rected by two-year college faculty) in the two-yearcolleges,

modify the College Science InstrumentationProgram so that two-year colleges become eligible forfunds,

pro 2.e support for a number of regionallylocated and well-equipped, model science laboratoriesin two-war colleges,

make umbrella grants to professional associa-tions (or state two-year college agencies) which wouldthen make smaller disbursements to individual col-leges submitting proposals for the purchase of instru-ments costing under $3,000, and

establish a program to support cooperativeinstrument repair services that could be used by anumber of institutions in a geographic area.

Curriculum Improvement

We recommend that the National Science Foundationcontinue As support of exisiting programs in the newinstructional technologies, Rich as Project Seraphim,and expand these efforts to specifically include mate-rial for use in two-year colleges. The Foundationshould also establish new programs to take full advan-tage of modern electro-optical technologies, such ascompact disks, teleconferencing, and videodisks, thatwould enable two-year colleges to bring enhancedlearning opportunities to their students.

Community colleges are thefirst and best opportunity inpostsecondary educationfor many students.

6

To the AmericanChemical SocietyCommittee onEducation

The Society Committee on Education (SLICED) is theACS committee charged with establishing and moni-toring the education policy of the Society Because ofits prominence in this area, the recommendationsdirected to SCCED are listed here, separate fromthose recommendations directed to other ACS govern-ing bodies.

The Society Committee on Education has beenan ardent supporter of programs for two-year collegechemistry teachers for some time. This support be-came much more visible in 1984, when the Commit-tee was instrumental in establishing the 'No-YearColleges Program within the ACS Education Division.The 'No-Year Colleges Program publishes the 2YC

Distillate, a newsletter for two-year college chemistryteachers; collaborates in the preparation of guidelinesfor academic chemistry and chemical technologyprograms; and serves as a central mechanism forimplementing the two-year college activities of theparent Society, its Division of Chemical Education,and other agencies operating in this area.

The 1984 report of the ACS Task Force for theStudy of Chemistry Education in the United States,"Tomorroq' recommended that the Society take amore active role in two-year college chemistry educa-tion. In response to this, the Society Committee onEducatiot . established a Task Force on ACS Involve-ment in the Two-Year Colleges and devoted the 1985Invitational Education Conference to the topic ofissues in two-year college chemistry.

During the conference, it became apparent thatthe American Chemical Society is far and away thenationwide leader in two-year college science edu-cation. No other professional disciplinary organiza-tions have the mechanisms in place to serve as thefocal point for improvements in the science programsof two-year colleges. Because of this position, it isincumbent upon the Society, acting through its Com-mittee on Education, to make every possible effort toimplement the following recommendations.

8

Guidelines for Chemistry Education in the Two-Year Colleges

We recommend that the Society Committee on Edu-cation direct its Task Force on ACS Involvement inthe Two -Year Colleges to include in its guidelines forchemistry education in the two-year colleges

an emphasis on the need for a full complementof developmental courses, including an assessmentand advising system, designed to prepare students forcollege-level chemistry courses;

a strong recommendation urging colleges toadhere to stated prerequisites for enrollment in acourse;

a strong recommendation that colleges providechemistry courses for groups of students with specificneeds, such as individuals majoring in allied health,occupational or engineering technology, general edu-cation, or science and engineering;

a series of chemistry curriculum monographs,developed in cooperation with other professionalsocieties, to guide the teaching of chemistry coursesfor students not majoring in science or engineering;

an emphasis on the need for colleges to offerall courses for science and engineering students atleast once each academic year

a strong recommendation that colleges beflexible in terms of both time and curriculum in thescheduling of chemical technology courses so thatthese courses meet the needs of all students, whetherthey are enrolled full-time, part-time, or for continuingeducation;

. . . the American Chemical Societyis far and away the nationwideleader in two-year college scienceeducation.

an emphasis on the need for chemical technol-ogy programs to have an advisory group made up ofcollege faculty, high school faculty, and local industrialrepresentatives;

a recommendation that colleges follow theprogress of their former chemical technology andtransfer students as a significant aspect of their self-evaluation program;

a strong recommendation that college adminis-trators adopt and maintain ,....mprehensive programsfor faculty growth and renewal;

a plan that encourages the involvement of bothadministrators and chemistry faculty in budgetarydecisions affecting the chemistry programs and ac-knowledges their respective responsibilities associatedwith governance and formal authority; and

a clear statement to assist the college commu-nity in establishing appropriate teaching loads and inallocating the support services nercsary for qualitychemistry instruction.

Once completed, we recommend that these guide-lines be sent to the appropriate regional accreditingagencies for reference in their accrediting activities.

7hro-year college chemistry teachersaverage 18 to 20 contact hourseach week. Professional developmentfor these dedicated individuals must beaccompanied by financial support fortravel and coverage of classes.

Consultation and Outreach

We recommend that the Society Committee on Edu-cation encourage the College Chemistry ConsultantsService to expand its activities in the two-year collegearea so that it becomes a mechanism for implement-ing the above guidelines in the nation's two-year col-leges. This can be accomplished by the Service

including more persons experienced in two-year college chemistry education in its list of consult-ants,

establishing a mechanism for training theconsultants in the use of the guidelines for chemistryeducation in the two-year colleges, and

publicizing the availability of the consultantsand guidelines, and encouraging colleges to use theService during self-studies.

Public Understanding of Science

We recommend that the Society Committee on Edu-cation further its efforts in increasing the public'..;understanding of science by encouraging the staffEducation Division to identify funding sources andsubmit proposals for projects to

develop a set of curriculum materi,'' for acourse on "chemistry and society," similar (.0 the exist-ing CHEMCOM project but adapted to the collegelevel; and

prepare a series of 15 to 20 videotapes of well-known chemists and excellent teachers presentinglectures on topics at the science/society interface.

9

The purchase andmaintenance of modernlaboratory equipment ispresently impossible formany two-year colleges.

7

72to.year calegepartnerships withelementary andsecondary schools canmake a substantialimprovement inscience education.

8

Multidisciplinary Conferences

We recommend that the Society Committee on Edu-cation convene a multidisciplinary conference to bringtogether representatives of the professional scientificsocieties of biology, chemistry, engineering, geology,mathematics, and physics. The goals of this confer-ence should be to

address the issues of poor preparation andplacement of science students;

prep-re a program, to be presented at themeetings of the American Association of Communityand Junior Colleges, that raises common concerns inthe areas of faculty needs and educational priorities tocollege administrators;

develop a position paper that encourages col-lege curriculum committees to include a course onscience/society issues in the requirements for gradua-tion;

prepare materials to inform faculty membersabout the limitations placed on administrators by localfiscal and policy constraints;

prepare materials to inform the public andpublic officials about the importance of supporting-fence education in the schools; and

prepare recommendations to federal agenciessimilar to those in this publication that are addressedto the National Science Board.

10

":)mprehensive Survey of Two-Year Colleges

We recommend that the Society Committee on Edu-cation collaborate with the American Association ofCommunity and Junior Colleges on a comprehensivesurvey of the nation's two-year colleges. This surveyshould collect data on

assessment and placement testing programs inchemistry;

developmental and remedial chemistry courses;service courses for allied health, engineering

technology, and other occupational majors;courses for chemistry and other science and

engineering majors;courses for nonscience and nonengineering

majors;courses and programs for chemical technology;course enrollments and attrition rates;high school backgrounds of students;articulation agreements between two- and four-

year colleges;programs to follow the progress of both chemi-

cal technology and transfer program graduates;the current state of, and need for, laboratory

and instructional equipment; andespecially effective learning aids and teaching

techniques for presenting chemistry to nonscience andspecific occupational majors.

The results of this survey should be widely andappropriately distributed.

Itstrumentation and Professional Development

We recommend that the Society Committee on Edu-cation, within the scope of its mission and influence,assist the efforts of the National Science Foundationin addressing two of the most pressing problems intwo-year college science education. Specifically, theCommittee should

work through appropriate agencies to urgeinstrument manufacturers to make every effort toreduce the cost of instrument repair, perhaps throughtax deductions for contributions to academic institu-tions;

encourage the staff Education Division toidentify sources of equipment donations and coopera-tive instrument repair services, and to publish thisinformation; and

encourage the staff Education Division toexpand its efforts in identifying professional develop-ment opportunities for two-year college chemistryfaculty, and to continue to disseminate this informa-tion.

To the Governin9 Bodies of theAmerican Chemical SocietyOne of the great strengths of the ACS is the tremen-dous diversity of its members. Their widely varyinginterests and areas of expertise enable the Society toattack problems on many different fronts. We believethat the Society's committees and divisions, eventhose with missions other than directly improvingeducation, have much to contribute to the solution ofthe problems facing two-year college chemistry pm-grams.

We recommend that the information cotected bythe Committee on Chemical Safety for the handlingand disposal of haza.dous materials be widely dish*.uted among two-year college faculty members.

We recommend that the Committee on Grantsand Awards establish an industrially sponsored awardfor excellence in teaching and for contributions tochemistry education at the two-year college level.

We recommend that the Committee on Profes-sional llaining include in its guidelines publications aspecific discussion of the importance of regular inter-action among the faculties of two- and four-year col-leges serving the same area We also recommend thatCPT work with the Society Committee on Educationto collect data on the successes and problems experi-enced by two-year college students who transfer tofour-year schools.

. . . the Society's committees anddivisions, even those with missionsother than directly improvingeducation, have much tocontribute . . .

We recommend that the Committee on Techni-cian Activities conduct studies, on a regular basis, todetermine the desirable characteristics of chemicaltechnology programs and the relationships theseprograms should have with other academic areas andwith the chemical industry. An additional goal of thesestudies should be to determine the manpower needsof the chemical industry for chemical technicians.

We recommend that the Division of AnalyticalChemistry develop and distribute a registry of individ-uals, knowledgeable about specific instruments, whocan provide information to colleges on the purchase,maintenance, and repair of instruments.

We recommend that the Division of ChemicalEducation, in conjunction with its Committee onChemistry in the 'INvo-Year Colleges, stage profes-sional development activities during ACS national andregional meetings that are especially attractive to two-year college chemistry teachers. One component ofthese activities should be workshops that bring to-gether representatives from the colleges' researchoffices, foundation offices, public communicationoffices, administrations, and chemistry faculties toshare information about locating funds for chemistrydepartments.

We recommend that the members of the ACSLocal Sections make every effort to bring two-yearcollege chemistry faculty members into the main-stream of ACS activities. We also recommend thatlocal section members work with the two-year collegesto establish advisory committees for academic chemi-cal technology programs, and to establish mechanismsfor continuing industrial education, job exchangesbetween industry and academe, cooperative educa-tion, and public understanding of chemistry projects.

11

Industrially sponsoredawards have been verysuccessful in recegnizingand publkizing excellencein teaching at the highschool level

9

04

7bp rightWith pryer stimulation,inquisitive young mindswill see chemistry as apositive aspect ofeducation. 7Wo-yearcolleges can helpPrx0Ilege teachers inthis effort.

Participating in continuingeducation is a necessity.not t : luxury.

S

7t!

To the Colleges

Addressing the problems facing two-year collegechemistry education mag to a large extent, require theintervention of organizations whose missions arenational in scope. This is not to sag however, thatthere is not much to be done at the state and locallevels. It is the responsibility of the individual collegesand their governing bodies to initiate and sustainactivities that improve science education in the UnitedStates.

College Faculty

We recommend that chemistry teachers in two-yearcolleges establish advisory groups to bring togetherfaculty members, industrial representatives, and ad-ministrators for the propose of sharing needs andexpectations.'" dties should work with ACS localsections to id the industrial representatives forthese advisor; Coups.

We recommend that chemistry teachers in two-year colleges establish ongoing programs with four-year college chemistry faculty to help minimize articu-lation problems for transfering students.

We recommend that chemistry teachers in two-year colleges participate regularly in continuing educa-tion to maintain and enhance their skills and knowl-edge.

We recommend that qualified chemistry facultyactively participate in developing and delivering con-tinuing education programs for local industry.

val

ire

A..

College Administrators

We recommend that two-year college administratorsand collective bargaining units encourage and support(both with funds and with the coverage of classes) theparticipation of faculty members in conferences, meet-ings, and other professional activities.

We recommend that two-year college administra-tors encourage their chemistry faculties to participatein regularly scheduled self-studies, perhaps with thehelp of the College Chemistry Consultants Service,especially in anticipation of reviews by external accred-iting agencies.

College Governing Boards

We recommend that state boards of higher educationestablish criteria for implementing firm articulationagreements that will ensure that four-year collegesaward appropriate credit for equivalent courses takenin a two-year college.

We recommend that state boards of educationsufficiently fund two-year college chemistry programsso that they ar.: able to satisfactorily prepare studentsfor transfer to senior institutions or for immediateemployment in occupations that require chemicaltraining.

We recommend that state boards of educationand teacher certifying agencies recognize the poten-tially valuable role of the two-year colleges in theretraining of kindergarten - through- twelfth -grade teach-ers; and that they establish programs that would en-able the two-year colleges to contribute to the im-provement of precollege education. These programsshould provide funds for workshops, seminars, andshort courses to be held at two-year colleges. TheK-I2 teachers should receive continuing educationcredit for completing this work. This credit shouldalso be adequately rer.ognized in salary and tenuredecisions.

It is the responsibility of theindividual colleges and theirgoverning bodies to initiate andsustain , divities that improvescience education in the UnitedStates . . .

To Other Professional Organizations

Overcoming academe's naturalresistance to change will require aleverage that can come only from aunited effort . .

The interdisciplinary nature of modem science educa-tion necessitates the cooperation of the scientificsocieties to accomplish genuine and lasting improve-ments in the preparation of the next generation ofscientists and engineers. Furthermore, overcomingacademe's natural resistance to change will require aleverage that can come only from a united effort of thescientific disciplines and accrediting organizations.

We recommend that disciplinary organizationssuch as the American Association of Physics Teach-ers, the National Association of Biology Teachers,the National Association of Geology Teachers, andthe American Institute of Chemical Engineers con-vene critical issues conferences and develop guidelinesand consultation programs similar to those beingconducted by the Task Force on ACS Involvement inthe Two -Year Colleges.

We recommend that the Triangle Coalitior. estab-lish a two-year college program within its existingstructure.

We recommend that the Commission on Postse-condary Accreditation, the American Association ofCommunity and Junior Colleges, and the AmericanChemical Society cooperate in the formation of a taskforce to study ways in which the regional accreditingassociations and the scientific disciplinary organiza-tions can work together to improve the quality of two-year college science education through the regionalaccrediting process. This task force should investigatesuch techniques as increasing the use of science fac-ulty and science divisional administrators on accredit-ing teams, encouraging self-studies of sciencepro-grams as a part of an overall self-study, and using thediscipline-oriented guidelines to assist in both the self-study and accrediting processes.

i 3

Professional associations,academe, and industry canwork together to increasethe public's understandingof chemistry and allscience.

11

I

M

Participants in the 1985Invitational Education Conference

Professor A. David Allen Professor L Dwaine Eubanks Dr: Alan L. McClelland Dr. Robert A. SchunnRicks College (ID) Oklahoma State University E. L duPont de Nemours & Co. E. I. duPont de Nemours & Co.

(DE) (DE)

Professor Jay A. Bardole' Ms. Helen M. FreeVincennes University Junior Miles Laboratories Inc.Ames Professor John P. Mitchell' Mr. Langley Spurlock

College (IN) Division (IN) Tarrant County Junior College Chemical Manufacturers

(TX) Association (DC)DL Roger F. Bartholomew' Professor Onofrio G. GaglioneComing Glass Works (NY) New York City Technical College Professor William T. Mooney, Jr.' Mr. Philip E. Stermer

El Camino College (CA) GTE Products Corporation (PA)Ms. Janet M. Boese Ms. Barbara A. GallagherOffice of College Chemistry Office of Professional Training Professor McDonald Moore Professor Tamar Y. Susskind'American Chemical Society American Chemical Society Bishop State Junior College (AL) Oakland Community College (MI)

Dt E. James Bradfort Professor Harry G. Wan' Professor Edward A. Ochoa Ms. Connie Sutton-OdemsTwo-Year CcIleges Program Community College of Rhode El Paso Community College (TX) American Association ofAmerican Chemical Society IslandKnight Campus Community and Junior Colleges

Dr. Moses Passert (DC)Mr. Kenneth M. Chapman Dr. John Hallman Education DivisionDepartment of Educational Spring Garden College (PA) American Chemical Society Dr. Robert E. SwensonResearch and Development Accrediting Commission forAmerican Chemical Society Mr. Robert Harrell Dr. Joseph C. Piland Community and Junior Colleges;

Virginia State Board for Highland Community College (IL) Western Association of SchoolsProfessor Edward Cochrane Community Colleges and Colleges (CA)Applied Physics Laboratory Professor Lucy T. PrydeJohns Hopkins University (MD) Professor Myra Hauben Southwestern College (CA) Ms. Sylvia A. Ware

College of Staten Island (NY) Department of EducationalProfessor William B. Cook Professor Karen R. Schermerhorn ServicesColorado State University Professor Donald E. Jones' American Federation of Teachers American Chemical Society

Western Maryland College Community College ofProfessor Alice J. Cunningham Philadelphia Dr. Robert F. WatsonAgnes Scott College (GA) Professor Stanley Kirschner National Science Foundation (DC)

Wayne State University (MI)Professor Jeff C. Davis Professor Katherine E.University of South Florida Dr. William Koch Weissmann'

National Bureau of Standards Charles Stewart Mott CommunityProfessor George C. Dorner (MD) College (MI)William Rainey Harper College(IL) Professor Doris K. Kolb

Illinois Central CollegeProfessor Donald S. EmmeluthFulton-Montgomery Community Dr. J. Arthur LivermoreCollegelNY) The Triangle Coalition and the

National Science Teachers'Association (DC)

*Task Force on ACS Involvement in the Two-Year CollegestReport Editors

Copyright @1986, the American Chemical Society

12

4

WHONWNINNO11091.10+1.1010M0f40W:444.101010f

ERIC Clearinghouse forJunior Colleges -

rJUL, 15 1988 -ONNIWOOMMINOINNOWNONNION1441010110101