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Applied Science and Engineering
Cost Analysis and Budgeting
Benchmarking and Performance Criteria
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.
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)
Professors at two four-year universities in the southwest two four-year universities in the southwest
took a proactive approach to create a proposal to the Nanotechnology Undergraduate Education Division of The National Science Foundation (NSF) to educate students so that they will have the knowledge to make wiser and more informed decisions when selecting nanomaterials in products, providing appropriate workplace safety, and considering environmental implications. The grant was funded for two years.
This paper presented a commonly used process to engage students in research through a
Research and Development course. Illustrated by two examples of student research projects,
the pros and cons of this unique way to recruit undergraduate students for research were
discussed. Compared to the industrial internship, the Research and Development seemed
to have an equally valuable influence on student outcome attainment as well as job
placement, although more analysis is warranted to test if there is any statistical difference.
The transition of Introduction to Aerospace Safety, from a conventional to a hybrid delivery
methodology can be considered to be successful. Based upon the qualitative data obtained from
learning outcomes, weekly reading comprehension assessments, and the perceptions of the students themselves a marked improvement was seen across groups in both scholarship and
satisfaction. Student reviews of the hybrid methodology display a high degree of satisfaction with the revised course – despite the fact that many were unaware of a difference in delivery methodology.
The American Society of Safety Engineers (ASSE) offers assistance to both safety professionals
and employers of safety professionals through its on-line resource the Body of Knowledge. This
powerful tool helps users identify best practices to better protect people, property, and the
environment. For professionals in the field seeking resources and guidance, the Body of Knowledge includes checklists, technical papers, presentation information, training material, and program outlines in a variety of formats including web links, Word documents, PDFs, PowerPoint slides, and videos.
The General Duty Clause (GDC), Section 5(a)(1) of the Occupational Safety and Health Act of 1970, was intended to serve as a “gap filler” to address recognized hazards that the Occupational Safety and Health Administration (OSHA) has not yet regulated. To establish a violation of the GDC, the Secretary of Labor must prove: (1) that the employer failed to render its workplace free of a hazard which was (2) “recognized” and (3) causing or likely to cause death or serious physical harm and (4) that feasible
means exist to free the workplace of the hazard.
•Classroom curriculum for OSH
students continues to evolve.
The profession is more dynamic
than ever and the global
workplace presents emerging
•This article examines the competencies
that educators and
OSH professionals deem necessary
for global safety practice.
•These competencies include
hard (technical) and soft
(nontechnical) categories. The
ability to utilize and acquire
communication skills, and to
understand culture and customs
specific to the area of practice
were identified as key. Soft
competencies were identified
as vital to implementing and facilitating
the technical aspects
of OSH as well.
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.