Login To Your Account
Applied Science and Engineering
Cost Analysis and Budgeting
Benchmarking and Performance Criteria
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
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.
ASSE Safety 2015 Proceedings.
ASSE Safety 2014 Proceedings.
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.
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?
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”
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.
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.
This paper explores the issues and implications of research
to understand the expectations of the safety community, and to explain the process involved in bringing new discovery to the practical world.
Most importantly, this paper describes the exploration in such a way as to explain the contributions that research and its findings make to education. In fact, it will be shown that the existence of a research process and the findings it produces are an absolutely essential component in the development of educational content, and the development of a critical
-thinking, answer-seeking, problem-solving student
The Body of Knowledge project is dedicated to creating a living reference that represents the collective knowledge of the Safety, Health and Environmental profession. While the preliminary work has begun, there is still more to do. The purpose of this website is to introduce subject areas that will eventually be part of the Body of Knowledge, and to gather feedback on the future direction, and ongoing assessment of what needs to be completed.
Contribute your knowledge and be a part of something big.