~ ~ c c i & i a t$r c CHEMICAL EDUCATION
R - W S * Report of Committee on Chemistry in the Two-Year Colleges The following recommendations, developed by the representatives of 17 national and educational organizations during the "Conference on Science in the TwoYear College" held in Washington in June of 1969 have been revieved and supported by the Division of Chemical Education Committee on Chemistry in the TwoYear Colleges.
2) The science faculty is encouraged to develop a closer working relationship with students and a better understanding of academic, career, and ~erson8.loroblem to the end of insurine that students set realistie goals fa; themselves and receive properplacement in their first coursesin science. 3) Two-year college guidance and counselling personnel are encouraged to work closely with the science faculty to assure proper placement as well as goal-orientation of the student. CerliRcation. Accradilation, and Standards
Curriculum
It is Recommended That in the Mattev of Curriculum Development
1) Science faculty members a t two-year oolleges play the dominant role in designing science courses and in making decisions cancernina- the science com~onentof any curriculum offered a n their own campuses. 2) Those coneenled with the science content of two-year college cwricule recognize that. ourrioular decisions can he aided by objective study and aoalysis and need not he based entirely on personal p~ejudice. 3) Two-year college faculties respond to the diverse needs of their students by offering an appropriate variety of programs in the sciences. Some of these should prepare students for upper division oroerams at four-"ear colleaes and universities and some of these should prepare &dents forspecific occupations 1) The science content of occnpittional programs be the joint concern of facolty in soience and fa.cult,y in the occupational programs. 2) Those concerned with the science content of occupational programs a t two-yew colleges seek advice from outside specialists who are familiar with both technician employment and two-year college occupntional programs. 3) The various segments of curricula for the training of technicians he cadullv coordinated so that conceuts and skills learned i u m w r m r v will i w t w d 11) n.a~inlwnerlett'iu nwtlar, lxnd t h n ~ ty thi. c w x ~ . . ~ Iw t i 11wjt~i1.1 ~ ~ ~ . rc.pm4~iInyd f u ~ ~ ltn~et~.hrbiu ~ ~ ~ y scitww * $ . ~ndu t h m ~ ~and w ~n 11.c1 ~ h u d wLjw1.. Tronrler Cunicula and Articulation
1) Two-year colleges, throogh the science faculty, he enrourated to establish articulation arrangementswith four-year colleges and universities, through their science fseult,ies, in order to facilitate the brander of students. The two-year college science faculty should also be encouraged to otilim innovative approaches to curricuhtm construction and methodology and to preserve the sntanomv of their institutions. 2 TW - y n r ~.,llr
