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OSHA Standards Why Do They Take So Long?, Jim Maddux

OSHA staff members are often asked, “Why do standards take so long?” In fact, as the saying goes, if I had a few dollars for each time I have been asked this question, I would be rich. OSHA is a complex agency involved in various types of work. OSHA staff inspect workplaces; set enforcement policy; issue guidance; maintain current web pages; develop and deliver training; administer voluntary programs such as partnerships, alliances and the Voluntary Protection Programs; conduct oversight of state OSHA programs, consultation agencies and education centers; and manage and administer in the federal government bureaucracy. The main reason that OSHA standards take so long is because the regulatory process is designed to be slow and deliberate.

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Campus Violence: Improving Safety in a University Setting, Tammy J. Allen and Linda G. Lengfellner

Fatalities and injuries from violent crimes are increasing on university campuses. One prime objective is to develop a university campus as a safe workplace, without compromising the confidentiality of students’ private information. University faculty and staff can use proactive and reactive techniques to develop an effective response strategy.

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Safety 2015 Proceedings, ASSE

ASSE Safety 2015 Proceedings.

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Safety 2014 Proceedings, ASSE

ASSE Safety 2014 Proceedings.

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A5 Methods for Continuous Improvement of Course Design, Delivery, and Student Learning, Todd William Loushine

There are many similarities between the methodology and performance evaluation in organizational safety programs and university safety courses. Specifically, failures are detrimental to the individual and require comprehensive investigation to identify root causes for corrective action and prevention. In a broader perspective, t he manager of the safety program must act as a role model for workers; similarly , a course instructor should demonstrate the behavior and ethics desired in classroom students.

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A1 21st-century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety, Wayne Hartz

How can the public be assured of competency in those professing to protect its occupational health and safety (OSH)? Currently, in the U.S. there are 193 higher education OSH programs, 186 with baccalaureate degrees with over 55 different degree titles. This research seeks to define minimum OSH baccalaureate graduate core competencies across all programs by asking: What would employers look for in a portfolio to demonstrate competence in a new OSH graduate?

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A2 Student Learning Outcomes: Classroom vs. Online Delivery (Literature Review), Darryl C. Hill and Amanda Akroush

A quality learning experience can be measured by student learning outcomes. Methodologies for assessing student learning outcomes are dependent on the domain of the learning goals being assessed. Effective learning outcomes involve the development of students’ attitudes, beliefs, and values. Examples of intended outcomes for the effective dimension include “becoming aware of one’s own talents and abilities and developing an appreciation for lifelong learning. Demonstrating ethical behavior, exhibiting personal discipline, and providing leadership are other examples of intended outcomes that address attitudes and values”

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A3 Value of Industrial Internship in the Occupational Safety, Health, and Environment Program, Lu Yuan and Roy Bonnette

Internships have served as a prime example of cooperation between universities and private- and public-sector employers to provide a cooperative educational service to college students (McGlothlin 2003, 41). These types of experiential learning allows students to apply the knowledge that they have learned in classes to solve problems in real -life situations (Fender and Watson 2005, 36). Employers also benefit from having qualified and well -prepared interns work for them, potentially leading to the improvement of their environmental safety and health programs.

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A4 Internship Employer Evaluation Data for Safety Management Students - Validation or Improvement of Technical Content in Selected Courses, S. D. Allen Iske, Jr. and Grant Weller

Internships are currently becoming the capstone course for students in many degree programs as well as within many disciplines. Internships are exceptional experiences for students for practical employment a dvancement as well as potential employment entry, firsthand knowledge to recognizing the necessity of learning work skills, and development of career expectations and future goals.

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A1 Construction Site Modeling for Construction Safety Education, Nick Nichols

This modeling project involves not only the construction of a three dimensional model, but would also entail the analysis of Occupational Safety and Health Administration (OSHA) Construction Safety Standards and accident case study research applicable to the work undertaken. This model approach to teaching about “construction safety concepts” has been effectively utilized in the Construction Safety course (SFTY 3553) offered in the Department of Occupational Safety and Health at Southeastern Oklahoma State University (SE) .

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