From information collected from participants in the skill standards project
and research on CLTs in the workplace:
- CPI technical workers need skills and knowledge that enable them to be
highly effective in the measurements and practices of science, or in the
efficient handling of materials and chemical manufacturing processes, while
properly implementing all appropriate regulations.
- The bifurcated model of the chemistry workplace describes the future
better than the hierarchical model.
For the ACS Skill Standards Project and other skill standards projects:
- The bifurcated model of the science workplace should be emphasized.
- Clearer identification of specialized education and training needs of
CLTs and operators should be emphasized.
For education projects, some of which are described below:
- Curriculum guidelines should reflect the bifurcated model of the science
- Instructional materials should reflect some of the specialized knowledge
and skills required by CLTs and operators.
- Faculty for CLT and operator programs should have training and
experiences that reflect the needs of CLTs and operators and should expand
their knowledge of traditional chemistry.
- Career guidance materials should reflect the bifurcated model of the
- Articulation, particularly at the two-year/four-year college interface,
should recognize the bifurcated model of the science workplace.