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Topic: Academics - General (Industry-Related)

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Safety Internships: Are Students Prepared?, Pamela Walaski

This article presents data gathered from employer evaluations of University of Central Missouri students who completed academic internships. The data provide a great resource for continuous improvement and validation of program technical content. Taking into account feedback from internship providers when evaluating academic programs can help educational institutions improve students’ academic experience and meet the needs of hiring companies.


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.


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.


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?


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”


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.


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.


745 The Contribution of Research to Education in the Safety Field, Joel M. Haight and Michael Behm

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 population.


652 Environmental Health and Safety Issues Affecting a K-12 School District, Juliette Travous

Most everyone in the Environmental Health and Safety (EHS) business knows that school districts, by law, must manage the asbestos in their buildings; however many have no idea the vast array of other EHS issues that affect the operations and maintenance of a school district, especially the larger metropolitan school districts. School districts are like a small city or other governmental district that have many complex and integrated functions and departments spread out over a multitude of buildings and campuses that support and/or make up the structure of the organization. Asbestos, lead based paint, radon and other indoor air quality issues are just the tip of the iceberg.


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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