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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.
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
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 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.
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